|
tiffanycauthen Posts: 3
11/4/2016
|
Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have a 504 student with a visual impairment. In order to help him succeed in class, I have begun posting work on our grading system so he can access it on his phone through FOCUS instead of trying to read it from the powerpoint in class. This allows him to follow along on the screen during the lectures without constantly having to squint while reading. He also has a hard time with understanding verbal directions sometimes, so it allows him to go back if he needs to and reference the material again if he is unclear on something he read.
|
|
|
0
link
|
|
tiffanycauthen Posts: 3
11/4/2016
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
Since we are a performance based class, I try to adapt all the rubrics for my ESE students. Our current project involves their ability to read aloud in front of a group with emotion and following a traditional storytelling style. One of my students in the class is extremely nervous about this due to her specific learning disability when it comes to reading. For her, I am adapting the rubric with accommodations for her being able to read to me first as a practice, then in a smaller group instead of the whole group. In the past, I have also accommodated ESE students with similar issues during these projects by grading them as an ongoing assessment, not giving a final grade until the last performance when they can show knowledge and growth. Instead of formal assessments along the way, I used the projects as judicious review with frequent checks to make sure they were on track. by the end of the semester, they were still expected to show the same skills and knowledge as the other students but it made them more comfortable with the idea of performing and overall made their performances at the end better.
|
|
|
0
link
|
|
Karen Monroe Posts: 3
12/8/2016
|
I have a student who has an orthopedic impairment in my Theatre class and her mobility is very limited. Movement and communication through movement is a unit I spend quite a bit of time on in my beginning Theatre level classes. I was able to modify the lessons to fit her needs and her abilities as she worked with others in the class in a group project. The peer support is a constant in my classes and it is a very effective way of reaching students with disabilities and helping them feel included and valued.
|
|
|
0
link
|
|
Jason Schiessl Posts: 3
3/1/2017
|
One of my first years teaching I had a theatre student that had a condition similar to ALS. He was wheelchair bound (motorized), severely speech disabled, but had a great personality. At first he was apprehensive to perform, like most students. However, taking small steps with him and those working with him, allowed for confidence building with the work as well as building relationships with the students that usually did not share the same classes. With issues like writing down blocking notation, he had a student carry his script and document his movements so that he could practice and rehearse outside of class. Again, that built trust and strengthened relationships between the students, which is so vital in theatre as well as mainstreamed students with disabilities. By the end of the course, everyone eagerly anticipated him performing and loved his work!
|
|
|
0
link
|
|
Annette Gebhardt Posts: 1
4/4/2017
|
I have had several students on the autism spectrum. For these students, grouping was the best solution. When I paired them with other students, they were more likely to participate in class. One student in particular would not participate unless she was paired with another. This is also true of my students with no disabilities. In theatre, teamwork is essential.
|
|
|
0
link
|
|
Richard Jackson Posts: 5
5/23/2017
|
I taught a student with ASD this year. She was highly functioning, but did have issues with paper and writing. If given a written activity or assessment, she would hyper focus on the paper, her handwriting, and her letters to the point that she would take a very long time to complete the assignment. She spent a lot of time erasing and editing answers in an effort to get them "just right". I learned that oral assessments and mini conferences were much easier for her, so I began to give her pre-assessments and assessments orally in a one-on-one setting. This worked extremely well for her as she was able to not only complete assignments/assessments much more quickly, and I believe that it made the occasions much less stressful for her.
|
|
|
0
link
|
|
Kirsten Carmody Posts: 3
6/9/2017
|
Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
I had a student with a traumatic brain injury. He had personality / psychosocial and behavioral challenges associated with his injury that had been the result of a skating accident. The student was also not able to work on computers for a long period of time due to the injury resulting in headaches and eye aches. Luckily, I don’t have computers in my classroom – so that was not too much of a problem. I successfully accommodated the student by emphasizing the importance of working as an ensemble in the theatre classroom. We did many “bonding” and “collaborative” ensemble building activities at the start of the year, which helped this student feel supported, safe, and an important part of the classroom. Knowing the student may need more time to review materials and process what he was reading and analyzing, I frequently extended deadlines without any grade penalty for this child.
|
|
|
0
link
|
|
Abbie Malkewitz Posts: 3
7/11/2017
|
- Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
All of my students learn the value of the diversity of the group to make the show a success. I teach all the various aspects of technical theatre and have had a few students through the years classified as having a disability, but their drive and self motivation made everyone surprised to learn that fact. The one visibly disabled student had an OI and struggled to walk but never let that stop her moving scenery or props from one side of the stage to the other. Many of the students are small and it will take more than one to share the heavy loads so giving and taking assistance is always a valuable lesson they learn together. A classified disability just adds to the diversity of how to figure out how to accomplish the task at hand.
|
|
|
0
link
|
|
Abbie Malkewitz Posts: 3
7/11/2017
|
- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs
I teach technical theatre and it always involves a group mentality so Peer Grouping is a constant in my classroom. The advanced students will do a Task Analysis on the various procedures such as focusing an ellipsoidal or setting up a microphone. They will then instruct the beginning students on the task. So also an example of cooperative learning.
|
|
|
0
link
|
|
Jay Chris Hardison Posts: 4
9/2/2017
|
I Taught Visual Art last year and again this year to several hearing impaired students. I always make sure they are positioned within the room so that their view of me and the instructional screen is not obstructed. I use PowerPoint presentations on the screen to reinforce my spoken word so they can read along to help support verbal instruction. We also utilize a microphone system that I wear around my neck. The device amplifies my instructions directly to hearing aids the students wear. Between the visual support onscreen and the hearing amplified devices the students typically interact and create as well as those non impaired students.
|
|
|
0
link
|
|
Paul OConnell Posts: 2
9/6/2017
|
I had a boy in my 4th grade music class that was autistic.. We were singing a song and doing some movement. He was
not following along but noticed he was smiling and enjoying himself. I brought him to the front of the class and used him as
an example on how to relax and enjoy what you are doing. No one cares how good of a dancer or singer you are, just that you are
trying. It made him feel special and wanted. Many of the kids have been with him for years and are use to him. I also make over him when he
is doing things right. I do keep him at the back of the class most of the time.
|
|
|
0
link
|
|
Jeff Watson Posts: 4
10/25/2017
|
tiffanycauthen wrote:
Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have a 504 student with a visual impairment. In order to help him succeed in class, I have begun posting work on our grading system so he can access it on his phone through FOCUS instead of trying to read it from the powerpoint in class. This allows him to follow along on the screen during the lectures without constantly having to squint while reading. He also has a hard time with understanding verbal directions sometimes, so it allows him to go back if he needs to and reference the material again if he is unclear on something he read.
|
|
|
0
link
|
|
Jeff Watson Posts: 4
10/25/2017
|
tiffanycauthen wrote:
Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have a 504 student with a visual impairment. In order to help him succeed in class, I have begun posting work on our grading system so he can access it on his phone through FOCUS instead of trying to read it from the powerpoint in class. This allows him to follow along on the screen during the lectures without constantly having to squint while reading. He also has a hard time with understanding verbal directions sometimes, so it allows him to go back if he needs to and reference the material again if he is unclear on something he read.
|
|
|
0
link
|
|
Jeff Watson Posts: 4
10/25/2017
|
tiffanycauthen wrote:
Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have a 504 student with a visual impairment. In order to help him succeed in class, I have begun posting work on our grading system so he can access it on his phone through FOCUS instead of trying to read it from the powerpoint in class. This allows him to follow along on the screen during the lectures without constantly having to squint while reading. He also has a hard time with understanding verbal directions sometimes, so it allows him to go back if he needs to and reference the material again if he is unclear on something he read.
I have had several students in my middle school physical education classed that have had muscular problems and have not been able to run or exercise with the regular class. I have given them a pedometer and assign them a certain amount of steps to walk in an allotted time. They were able to complete the assignment on their own and at their pace and them were very excited about being part of the class.
|
|
|
0
link
|
|
Matthew Michel Posts: 3
2/26/2018
|
Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
I teach high school. In the past, I had a student with Emotional/Behavioral Disabilities (EBD). The student would often have emotional outbursts in class. Small things, such as receiving a poor grade on an assignment, could trigger an emotional response. Sometimes, the ESE teacher would remove the student from the class if they could not control their outburst. Isolation helped the student cope with the situation. Additionally, one of the student's accommodations in their IEP was seating away from distractions. The student and I also developed a visual communication method in which the student would signal me if they felt they were going to have an emotional outburst. The student had freedom to move to a designated seat away from other students to help cope with the situation. This helped to empower the student, as they felt that they had some control over their situation.
|
|
|
0
link
|
|
John Schweig Posts: 4
3/19/2018
|
When I was a Speech and Debate coach teaching acting in Duo Interpretation, I had a student who was hard of hearing and couldn't always pick up the cues of when her partner was done speaking. Because Duo Interpretation actors and actresses stand side by side facing the judge, they can't look at each other and thus could miss these cues if hard of hearing. So, her partner and I re-blocked the script to include a foot-stomp at the end of each line where a prompt was needed. This caused a vibration in the floor which the almost-deaf child could feel and which cued her to begin her talking portion.
|
|
|
0
link
|
|
John Schweig Posts: 4
3/19/2018
|
When I was teaching Speech and Debate class, including the Dramatic and Humorous Interpretation events, I had a student who had Asperger's Syndrome and was quite prone to physical movements that were "outrageous." Because of this, he had trouble fitting into the more staid events in Speech and Debate, such as Congress or Lincoln-Douglas debate. He just lacked the self-control necessary for the formal nature of those events. So, we put him in Humorous Interpretation ad gave him a piece of a script that called for occasional bursts of frantic movement and loud sound, under the idea that this would give him the release he might need to get him through the 10-minute piece, like a kettle blowing off steam. I wish I could say it worked perfectly, but sometimes he had trouble getting back on track after the parts where he was "outlandish." It took a while in rehearsals to practice that skill of going from panic to controlled. I won't say it ever worked perfectly but progress was made and he was able to compete.
|
|
|
0
link
|
|
Chriss Celentano Posts: 4
4/8/2018
|
- Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
One student I have has Intellectual Disabilities. She struggles to listen for any length of time, struggles to sit up, reads below grade level, has a hard time recalling directions and information, and struggles to communicate with her peers. I teach an elementary drama class and we were working on developing commercials. Allowing choice, students could pick between a TV commercial, Radio commercial or a Print Ad. I had this child do a radio commercial so one could coach and practice and not have to account for any cues or reading being seen on camera. She was teamed up with a student who is patient and likes to be in charge.
The team and I developed a radio commercial. I made sure the student with disabilities had input into the commercial until we had a final script. On the day of recording the commercial, the team practiced their script over and over - building confidence and expectation for when we recorded the real thing.
Finally, we recorded the commercial - first a test run so she knew what to expect and then a final recording. Afterwards we listened to the radio commercial and celebrated their success for a job well done.
edited by Chriss Celentano on 4/8/2018
edited by Chriss Celentano on 4/8/2018
|
|
|
0
link
|
|
Chriss Celentano Posts: 4
4/8/2018
|
John Schweig wrote:
When I was a Speech and Debate coach teaching acting in Duo Interpretation, I had a student who was hard of hearing and couldn't always pick up the cues of when her partner was done speaking. Because Duo Interpretation actors and actresses stand side by side facing the judge, they can't look at each other and thus could miss these cues if hard of hearing. So, her partner and I re-blocked the script to include a foot-stomp at the end of each line where a prompt was needed. This caused a vibration in the floor which the almost-deaf child could feel and which cued her to begin her talking portion.
That was a clever idea. I wonder if a physical cue like a touch or a subtle movement could have worked, too.
|
|
|
0
link
|
|
Claire Fuller Posts: 5
5/22/2018
|
- Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
I had a very bright boy, with depression and dysgraphia. He needed encouragement a lot, to put forth effort, when he focused he put out great product. He was given a computer for all his written work. Putting him near a friendly partner helped too.
Claire Fuller
|
|
|
0
link
|