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Kathy Rivadeneira Posts: 3
4/9/2020
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I have been working with a student for the last 3 years. When she started with me she didn't want to speak in front of others because she was aware of her struggles with speech. She would repeat words multiple times in a row and had trouble getting through reading a monologue let alone memorizing and performing. Through working in in conjunction with her speech teacher, allowing her to have the material ahead of time, giving her some one on one attention and teaching how acting allows her to become someone else... we have found that when she is performing she does not have breaks and repeats in her words. She is proud of her successes and uses her skills gained in theatre to help give her successes in other classes.
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Crystal Free Posts: 3
4/14/2020
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I currently teach high school theatre to a student with an orthopedic impairment who is in a wheelchair. She is a very social student who does everything the other students do. I just have to make accomodations for her wheelchair like getting the key to use the lift to get her onstage so that she could perform like the other students and allow her to leave class early to get to her other classes.
I also have had several students with specific learning disabilities, particularly dyslexia. Instead of requiring them to copy notes or diagrams from the board or my TV, I allow them to take a picture of the notes on their phone and let them have it out to copy from at their seats. I also give them more time to read a script. They tend to shine more in improvisation scenes instead of scenes where they have to read from a script, so I make sure they have those opportunities.
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Michael Lynch Posts: 3
4/17/2020
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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 in my musical theatre course that had a disability that caused him to be in a wheelchair. He did have the capability to walk, albeit very carefully and for short durations. Obviously, his disability didn't have that much influence on his ability to develop character and to emote, however, there was the struggle of choreography and sometimes blocking. I wanted this student to be involved in the entire performance, rather than just one song that I accommodated. There were some things that he was able to do out of the chair with simple movements and when he was done, his chair was waiting in the wing by our stage manager. Other times, the choreo was a bit more intensive and fast, so we worked with the choreographer to have others push the chair with the student using his upper body to interact. We were creative and actually was able to give him a moment on stage with him as the focal point of the movement. He excelled in Theater and never once did I let him use his disability to not participate. We always found a way to work a scene or activity that would work for him.
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Sara Parker Posts: 3
4/22/2020
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I had a student who was on the Autism Spectrum. He was pretty verbal but had times that he would yell or make loud noises that he couldn't control. He wanted to be in our school musical production of The Lion King. I worked with him and his family (mom, dad and stepmom) to help him with his audition and what he would be expected to do during that audition. After his audition I gave him and his family a list of parts that he would be good in and let him choose which one he wanted. He ended up choosing to be a Hyena and a wildebeest. He was perfect at the acting part, but often got distracted and would forget to come on stage. I had 2 of my 5th grade boys help remind him sometimes even grabbing his hand and bringing him onstage with them.
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Robert Fritz Posts: 1
5/4/2020
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I once had a theatre student who was paralyzed from the waist down --- she was outgoing, but not interested in acting onstage but was more interested in the technical side of theatre, specifically as a prop master. For our class and club productions, she was required to do all of the things a properties chief is expected to do, but she could not physically access our prop storage area, which was on the second floor of our auditorium. To help her with the inventory of our upstairs storage area, another student was assigned to take pictures with the student's cell phone of each prop area and to create a map of the overall storage area. The stagecraft students and I created a wheelchair-accessible prop storage area backstage for her to use during our productions. Another student was her assistant properties chief and was responsible for moving and storing the props my student couldn't handle.
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Kimberly Coffin Posts: 3
5/8/2020
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I have a student with orthopedic impairments. She has difficulty walking and is required to wear special headgear when she walks for any long distance. However, she is very outgoing, and loves to participate in theater games. So I make sure to partner her up with a student to assist her when we play games and sometimes play the games that she requests in order to help her feel involved. She is a delight to have in class!
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Sara Parker Posts: 3
5/11/2020
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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 in a wheelchair and therefore he was unable to do some of the movement activities in the same way that the other students could. I always had students who would volunteer to help the student in the wheelchair. Working together they would figure out a way to help him complete the different tasks in a modified way.
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Kimberly Florio Posts: 3
6/7/2020
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I had the most incredible, intellectual student who was confined to a wheelchair and communicated by tapping his head which then triggered his computer to speak for him. I will never forget this student. I think he had cerebral palsy (it has been a while since I taught him) This young man could not verbally communicate nor physically participate, on his own, in our daily games and exercises but we included him anyway. He always had an assistant but the students would take turns in partnering with him and including him in every activity. There are two instances that stand out: a paper was assigned to cover one of the Theatre Theorists and demonstrate their method. Well this young man appeared in class, on the due date, with a typed paper in hand and instructions on how I was to share his information. The rest of the class was humbled by his preparedness and intellectual prowess. We also ended our semester with a cabaret type event and we did a number from the musical RENT. We performed Seasons of Love and he had a partner that wheeled him around and had him as one of the cast members. It was a magical event. In all honesty, the students without disabilities took away so much more from our time with this young man.
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Florence Fagundes Posts: 4
6/8/2020
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| I have had a student who had a hearing impairment. She had a device I had to wear around my neck so that she could hear me from across the room. I also learned that if I could speak with her seeing my mouth she could better understand me because there were times I would turn around toward the board when I was talking and not even realize it until she raised her hand and asked for me to repeat. I realized how important this was and also how other students benefited as well when they could see me speaking and pausing more often in between directions. | |
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Julia McManus Posts: 6
6/17/2020
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I had a high-needs student that required many accommodations in order to assure his educational needs were met. He was in a wheelchair and had an aide who accompanied him and assisted him with setting up his laptop, and engaging his thumb drive, etc, as he was able to use his hands/fingers very minimally. It was suggested by the school specialists that he was: allowed extra time for assignments, allowed to receive assignments orally and individually, provided a copy of class notes and outlines, given help to remain focus via proximity control, provided with small group instruction, and given assignments ahead of time so that he can start earlier. In my Theatre class, he was usually more than able to hold his own, and was in fact one of my shining students. He was quite vocal and expressive and his peers were very understanding of his situation and quite supportive. The only accommodation I made that didn’t “come naturally” was to give any written material such as handouts or scripts to his specialist to get enlarged, as larger print was helpful for him because it is easier to read. He performed in the Arts Showcase and was a hit!
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Julia K McManus
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Julia McManus Posts: 6
6/17/2020
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Florence Fagundes wrote:
| I have had a student who had a hearing impairment. She had a device I had to wear around my neck so that she could hear me from across the room. I also learned that if I could speak with her seeing my mouth she could better understand me because there were times I would turn around toward the board when I was talking and not even realize it until she raised her hand and asked for me to repeat. I realized how important this was and also how other students benefited as well when they could see me speaking and pausing more often in between directions. | |
I have also found how making accommodations for students with disabilities has in fact been helpful for all students! Because I had a visually impaired student in a class, I would have another student communicate aloud what was happening in a pantomime (sometimes afterwards and sometimes during) so the blind student would be able to know what was going on. This was beneficial for all parties involved as it enriched their learning on several levels.
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Julia K McManus
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Lesley Shea Posts: 7
6/22/2020
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I worked with a student that was visually impaired. He could not read from a textbook, worksheet or from the board without one on one assistance. Many of the assessments given to him were either verbal (I read question with him responding) or he presented it (acting it out physically). He and I would go over the test concepts and discuss what best way he could express the answers.
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Danielle Akers Posts: 3
7/31/2020
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I had a student who had very limited vision. I taught her all 3 years that she was at my school, and she was one of my hardest-working and dedicated performers. Her disability affected her by making it difficult for her to read scripts and other printed materials. She also couldn't see the board at all when we were taking notes. I provided accommodations by making large-print versions of materials for her, and during note-taking times I allowed her to look off a friend's notes and just copy the most important points. I also worked with her district teacher to ensure that materials that were difficult to make large-print copies of (such as a full-length script) could be modified. This student's accommodation needs taught me a lot about being mindful of students who need this extra measure of preparedness. In the future, I know I will be a better teacher because I am more informed and practiced in making accommodations for visually impaired students.
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Christina Goodin Posts: 3
8/18/2020
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I teach High School Theatre. Last year, I had a student who was visually impaired. the student had a hard time reading any documents with font sizes smaller than 20 pt font. The student wore glasses, but reading off the board or small print (textbook) was very difficult for them. I accommodated their learning by providing handouts to the student that was displayed in 24pt font and was double-spaced in order to stop words from blurring together. They sat at the front of the room closest to my desk and I would provide a hard copy of anything I projected on the board would stop by and point on the paper where we were to keep them on board with the rest of the class. I would also take time each day to go over material one-on-one to check for understanding.
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Lori Sessions Posts: 3
8/22/2020
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I recently had a student on the autism spectrum disorder in a technical theatre class. It was often he would become distracted and could potentially cause harm to himself or others when using tools. By giving him very specific tasks in the project his group was working on, he was able to be successful in his task and also show a sense of pride by contributing to the final project.
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carol Posts: 6
8/28/2020
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Julie Blank Posts: 3
8/31/2020
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When teaching a hearing impaired student I accommodated them by having them sit up close so they could hear better. I also made sure I had visual cues to help them during transitions.
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Arthur Quinn Posts: 3
9/25/2020
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Since I started teaching, I have had a few students with autism who had a difficult time focusing on material that they were unfamiliar with and they would easily get off task during class performance projects because they were preoccupied by a movie or TV show that they were interested in. I found that building a relationship with my students allows me to ask them questions about their likes and dislikes and their responses are more specific and help me to group students together with other students with similar interests. By grouping students together with similar interests, I can provide them with scripts or prompts for script writing that allow them to use material from their interests. They have an easier time remaining on task and committing to their creative work because they are more invested in the topic.
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Cynthia Lutwin Posts: 1
9/26/2020
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I have taught several students with varying degrees of Autism in several of my classes. I would establish a relationship with each student and get to know their strengths and weaknesses and modify the performances for each student. It helped to pair each student up with a buddy in the class to work with and guide through the assigned performance. Positive feedback from me and the entire class was helpful to promote a safe and encouraging environment. Throughout the course of the year, I would see bonds form and confidence soar. Theatre brought all the students together for the benefit of each student in the class.
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Linda Suppa Posts: 4
10/7/2020
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Cynthia Lutwin wrote:
I have taught several students with varying degrees of Autism in several of my classes. I would establish a relationship with each student and get to know their strengths and weaknesses and modify the performances for each student. It helped to pair each student up with a buddy in the class to work with and guide through the assigned performance. Positive feedback from me and the entire class was helpful to promote a safe and encouraging environment. Throughout the course of the year, I would see bonds form and confidence soar. Theatre brought all the students together for the benefit of each student in the class.
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