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Trish Grunz Posts: 3
12/17/2019
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I have a student on the spectrum who came in as a 9th grader with no IEP and the first day of school was found sitting on the roof of the school of his medication. He has since proven to be quite the handful both in class and out for the administration. He is into pot and lacks a filter, speaks openly about gay sex and says he loves theater but is off-task daily in class when he is at school. I am doing my best to set him up with interventions at school with the school counselor and psychologist. He has even vandalized the school. This kid needs help fast! The best I've done thus far to keep him in check for me is make him my assistant and give him some responsibilities - which he seems to respond well too.
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Amy Sullivan Posts: 3
12/18/2019
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I have a student with autism spectrum disorder who loves to dance. He needs extra space because he has less body control than some other students, but is less inhibited and therefore more enthusiastic consistently. When given extra space and repeated instruction with physical demonstration, he is able to learn at the same pace as the rest of the class and loves the performances.
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Daniel Suarez Posts: 5
12/19/2019
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In the past, I taught a student had Speech & Fluency issues. These areas became apparent when he had to recite lines for Shakespeer Much Ado About Nothing. With the help of his senior English Teacher & myself self, we were able to get him to be successful!
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Collie Blake Posts: 3
12/19/2019
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I had a student who was Language Impaired and as a result he often felt uncomfortable with creative expression in front of his peers. Eventually with support, constructive feedback and positive reinforcement he gained strength in that area and developed into a more confident public speaker.
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Monica Andrews Posts: 3
12/19/2019
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I had a student who is blind in my Technical Theatre Design and Production class. She was very enthusiastic and always willing to help. She was well aware of what assisting tools she had access to. She always came to class with a special magnifying instrument that allowed her to see things up close. She loved being hands on with materials and tools and made sure to keep herself safe and out of harms way when we were using heavier machinery. She loved painting sets and helping with costume design. She has no learning disabilities. On the contrary, she was a gifted student who never lets her blindness get in the way of her academic success. She excels in all core classes and in any elective she is required to take. She makes the adjustments before I can even offer them to her. I had a great time with that student in my class.
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Heather Cribbs Posts: 2
12/30/2019
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A couple of years ago, I had a student in my Theate 1 course who wsa visually impaired. She was a bright girl and a very good student, and was incredibly eager to learn. She had a digital braille reader that she could hook up to her phone. I converted all of our scripts and texts into work documens and e-mailed them to her so that she could follow along in class. All of our notes were given to her in a digital format. When the class was working on a project where they had to deisgn a poster for a musical, she wrote a commercial jingle for it. She was such a pleasure to have in class! She's a junior this year and still comes by to say hello.
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Jennifer Crespo Posts: 1
1/6/2020
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As a reading coach, working with teachers to support students with disabilities and accessing support materials is vital. Generally, the materials provided by the district do not come with suggested modifications or accommodations. I work with the fine arts teachers to take what has been provided and work through alternate tasks where students can express the desired skill in a manner that works with their disability.
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Karen Epstein Posts: 5
1/19/2020
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I currently have a student in theatre who has Autism. He speaks very softly to the point of a whisper and does not have inflection when he speaks. Since projection is a part of theatre we developed a special goal in class and I have him work with a peer. He had his first performance at Barnes and Noble and everyone could hear him. He worked really hard to increase the volume of his voice. He is a member of our class, troupe, and ensemble. He is included in everything even our upcoming musical. Working with a peer, sending materials home to rehearse, breaking down movements with video, rehearsing in small and large groups, and celebrating his successes is just a part of regular theatre life. We are so happy to have such a hardworking and kid student in our class.
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Karen Epstein Posts: 5
1/19/2020
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KAREN ROMINE wrote:
I have a couple of students who are hearing impaired and I teach Chorus. It affects the class in that if the student is unable to hear the music, it makes pitch matching, improvising harmonies and many other elements of this performance based class difficult for all concerned. One thing I always do is make sure that they are close to the source of the music...whether that be an instrument, a person or a speaker. Another thing I do is surround them with strong singers so that they are encompassed by the sound. Finally, I have worked with students privately after school to help them with pitch matching and recognition incorporating hand signs to communicate pitch directionality and specific interval sizes. I also provide recordings of their voice part, the accompaniment and the voice parts of all the other singers to allow them to practice at home.
I am a hearing impaired adult who was in chorus throughout my schooling, so thank you for being so accommodating and inclusive. I loved singing and being with chorus. I like that you surround them with strong singers and help them privately. Do you use Google Classroom for your recordings or email them to the student?
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Karen Epstein Posts: 5
1/19/2020
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Tiffany Demps wrote:
I have a student in my theatre class that is on the autism spectrum. She struggles with social interactions and is extremely fixated on her specific likes and interests. This can make group projects very difficult. It can also be difficult to keep her engaged if she is not interested in the current topic, which can lead to behaviors that are very distracting to the class. One way that I successfully accomodated for this student is to use one of her favorite TV shows as a source for monologues and group acting scenes. Because of her extreme interest in the characters and plot, she was engaged and focused, eagerly learning lines, talking about characterization, even going as far as to create a costume for the project.
I also teach theatre but when I was a language arts teacher and we did a unit on characterization I ended up having the student pick from favorite TV shows or movies instead of literature. One student performed the Evil Queen monologue from Once Upon A Time, when the Charmings were about to get married. It blew me away, he had ever nuance down! I started watching the show because of him. Anytime I see that scene it reminds me of him.
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Liz Woodruff Posts: 1
1/24/2020
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I have a student who has an intellectual disability and is non-verbal. She uses an augmentative communication device. She auditioned to be in a play at our school. The play is Willy Wonka. Her role is to be the "egg grader". She will use her device to say "good" or "bad". Although she cannot sing, she is able to participate in all the choreography for the songs and loves being part of the production. We are still in the beginning stages of putting the play together but there are many other areas we can utilize her in.
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Billy Buff Posts: 3
1/24/2020
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I have a student who is on the ASD spectrum who has been in both my history and theater classes over the last 3 years. He is obsessed with details. Once I realized this, I started working with him on scenic design since precision in necessary when designing sets especially for safety concerns. He loves building his models and making sure his painting is just right. He is currently updating his set design for Macbeth to take it to State Conference.
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Joie Marsh Posts: 3
2/4/2020
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Like many other teachers have mentioned, students on the Autism spectrum can be a challenge to work with. In my Theatre 1 class I have had a few students over the years with Autism. One student in particular I have had twice. He is one of the sweetest kids and everyone loves him, but he can frustrate the other students with his repeated questions and some of his routines. He has trouble understanding social cues--like when two people are talking, he will interrupt to say his routine or practiced phrases. During improv games, he sometimes misses the point of the game but that does not stop him from volunteering to play! He has difficulty following directions and often will write his own made up answers to questions asked in class. As my class is one of a few electives where he is included into general ed classes, he is challenged when working on memorization of lines or any writing assignment. These activities are usually modified for his "Access" status. He is good at reading aloud, cooperates with his group mates, and his acting skills improve all of the time. I think the class is beneficial from the perspective of "least restrictive environment." Theatre class has given him the opportunity to work with many students with different backgrounds, interests, personalities, that he would not experience if he was in my regular Access Theatre (ESE only) class.
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Matt Hodges Posts: 3
2/13/2020
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Teaching Theater can be a difficult task. When accommodating students with disabilities it is important to proactively think about these students when making lesson plans. One year I had a student that used a wheel chair. I always took into consideration this students physical needs when designing activates. I never wanted this student to feel awkward about how they were going to participate in the activity. Thinking proactively will help in accommodating students and making them feel safe and secure within you class.
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Daniel Suarez Posts: 5
2/23/2020
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Using my student data is very helpful. Even though my lessons are based on State standards I have to modify much of the information do that my students are able to understand. By grouping them by ability it has helped alot
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Grace Gibbs Posts: 3
2/26/2020
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"Describe an example of adapted assessment that you have used in the fine arts classroom for a student with disabilities:"
For a non-verbal student, I designed a laminated rocket ship that had answer options A, B, C, D on it, plus True or False on the rocket's wings. When he used it with a clothes pin, he could pin his answer on his rocket ship, and therefore participate in our class assessment without having to verbally answer questions like other students. It was so successful, that the next year, I laminated 50 rocket ships so my double classes could all participate non-verbally. The non-verbal student then fit in perfectly and did not stick out as having to answer the questions differently than the rest of the class. :-)
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Hanna Flannigan Posts: 4
3/11/2020
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"Describe an example of adapted assessment that you have used in the fine arts classroom for a student with disabilities:"
A few years back I taught a student who was bling. I used the buddy system and paired him with several peers to help him learn moves and footing. I also put all reading material on audio for him to listen too. I put and bright tape out to mark standing positions. Everyone enjoyed working with him, he was a quick study and liked learning which was so nice.
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Hanna Flannigan Posts: 4
3/11/2020
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Trish Grunz wrote:
I have a student on the spectrum who came in as a 9th grader with no IEP and the first day of school was found sitting on the roof of the school of his medication. He has since proven to be quite the handful both in class and out for the administration. He is into pot and lacks a filter, speaks openly about gay sex and says he loves theater but is off-task daily in class when he is at school. I am doing my best to set him up with interventions at school with the school counselor and psychologist. He has even vandalized the school. This kid needs help fast! The best I've done thus far to keep him in check for me is make him my assistant and give him some responsibilities - which he seems to respond well too.
Hang in there, you could be the difference this child needs.
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Jane Short Posts: 3
3/25/2020
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A few years ago, I had an 8th grade girl with downs syndrome in my TV Production class. I partnered her with a peer who took her under her wing. She would announce the lunch menu. I sent the menu to her teacher and they would practice before hand. She flourished and asked to say more. She called herself a "super star" which was true. She had the most passion and charisma. She received the award for best anchor in her class! It was a great experience.
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Jane Short Posts: 3
3/26/2020
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I had a student with a speech impediment and major behavior issues. My students journal every day about current events and what jobs they would like or not like in their weekly rotation. This gives great insight to what my students are thinking and feeling. The student expressed interest in being an anchor. So, I paired him with peer whom he looked up to and they became a great team. With practice and encouragement, he was able to report the news.
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