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emily kyle Posts: 20
2/16/2023
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One of my students in my classroom last year was wheelchair bound and could not effectively use his hands for nothing more than touching an ipad screen. Using his ipad was a critical tool for learning for him. His parents and I worked together to make sure that he had the lessons for the week uploaded and ready for him to use at the touch of the screen. Without his ipad he could not do his work however, WITH his ipad, he was a whiz!
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Robert Olson Posts: 3
3/5/2023
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I have my students do several types of design projects: Greek Theatre Masks, costume and set design. For the latter two, I want to make sure every student feels they can do the assignment regardless of their artistic abilities. I supply templates to trace figures, and rulers for straight edges. I also put each assignment on our Google Classroom page, so students can use their skills in technology to design a set, or find pictures to populate their design. they can also find an image that closely resembles their ideas. They must also provide an explanation as to why they chose the images, or drew the design they way they did, so I can better understand their intentions.
Debra Bellamy 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 taught a student with multiple sclerosis. She could not talk, walk or use her hands. She used a machine that would highlight pictures, alphabets, or numbers, one at a time. She would tap her head against a headset when what she wanted to communicate was highlighted. I would switch the machine to scroll through pictures or letters or numbers to fit the situation. We used the machine to talk for her and write for her.
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Robert Olson Posts: 3
3/12/2023
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I use a Google Doc titled Inner Image. I ask the students to search for an Image that they feel represents how a character views themselves at a particular moment in a play. They then must explain the image and why this image best represents the character's view of themselves. This allows a student to demonstrate their understanding of the character without being put on the spot to in a class discussion, where they may not be comfortable talking out loud.
Debra Bellamy 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 taught a student with multiple sclerosis. She could not talk, walk or use her hands. She used a machine that would highlight pictures, alphabets, or numbers, one at a time. She would tap her head against a headset when what she wanted to communicate was highlighted. I would switch the machine to scroll through pictures or letters or numbers to fit the situation. We used the machine to talk for her and write for her.
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Julie Odom Posts: 3
4/4/2023
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- 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.
As a theatre teacher, I have many students with disabilities in my room. This year I have a young man who is in a self contained class and is identified as IND. He has been very successful this. I paired him with peers who are helpful and understanding and give him a very small memorization role and allow him to be a "silly" character. He takes it very serious and always wants to do a great job. By giving him the confidence of performing with is peers, he has really become a happy active kid in class.
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Mark Haynes Posts: 1
4/7/2023
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I had a student in my Theater 1 class last school year. He was an 8th grader in a class with mostly 6th graders (sent to me due to chronic behavior issues in another class). He had very low reading level and was unable to read and memorize the scripts we used. He was, however, very good with running the tech part of a production, Lighting, sound, etc... So he was assigned to take care of all the tech issues for each of the groups. He ended up enjoying the class very much, and the others in the class grew to depend on him for tech issues.
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Nathan Paul Posts: 3
4/11/2023
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I've had several students over the years with ASD. One that stands out the most had many issues participating and socializing in a normal setting, but when given a chance on stage, was able to open up. His fellow students and I, all knowing his challenges, motivated and praised him constantly which helped him even more with his participation in the classroom.
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Susan Gerdeman Posts: 3
4/13/2023
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I have a student in my Technical Theatre course with severe speech impairment- she has difficulty speaking, and it is quite difficult to understand her when she offers input in class discussions; however, she is able to create beautiful designs and other artwork to supplement her replies, and we have learned together that when I call on her, I will ask her to show me an example of (insert prompt here).
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Jenny Medlock Posts: 2
4/14/2023
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I have a student who is severely visually impaired, who is also extremely bright and gifted. In order to assist the student with the work, I would scan copies of plays to allow the student to enlarge the text and additionally use an approved enlarging device to see the scripts. The students was then able to not only participate, but to actually be a part of the work through reading lines of particular characters. This allowed the student the ability to know what was happening in the play and to also be a part of the enjoyment of acting and bringing the characters to life.
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Christopher Craine Posts: 1
4/18/2023
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We consistently use text-to-speech features in computer based learning applications in order to meet read to or read aloud accommodations of ESE designated students.
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Hannah Spears Posts: 3
4/19/2023
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I had a student who had a hearing impairment and wore hearing aids. This is hard in the theatre class when half the time you are supposed to be listening to what your scene partner was saying. He would get notes printed out or available digitally ahead of the lecture, he sat in the front, and we had a code symbol for when he needed me to repeat something slower. As his teacher, I had to learn to slow down and enunciate my words. I would also make sure his partners were projecting so he knew his cues. He did not like drawing attention to his impairment, so he was often discreet. He ended up graduating in the top of his theatre class and enjoyed working with others as much as possible.
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Gabriel Saienni Posts: 3
4/20/2023
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I have a student who is visually impaired in my Musical Theatre class. They struggle when it comes to staging and movement as they have a difficult time seeing what I am showing them to do. They have enjoyed being in the class and learning the music we are working on. I let her pull music up on the ipad and use the zoom feature to make reading easier.
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Timothy Beringer Posts: 3
5/5/2023
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I had taught a student with Oppositional Defiant Disorder and as a result had difficulty with imagined circumstances for character creation. However, after some individual attention, I realized that while he didn't understand the point of making characters off of a script, he could build characters using roleplaying games like Dungeons & Dragons. So instead of using the usual methods of character creation (scene, era, plot, analysis) we started assigning qualities to the 20 sided dice used to create characters.
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Richard Borish Posts: 4
5/15/2023
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5/15/23
I have used text-to-speech to help ESE students hear the pronunciation of multisyllabic words. They are allowed to work with this technology before reading aloud in class to build confidence.
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Richard Borish Posts: 4
5/15/2023
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I have worked with many Autistic students. They need patience and extra supportive classmates when working in small groups. Scene study, in particular, requires special attention as many ideas must be shared and abstract thoughts/interpretation are encouraged. Using student models for performance helps these students see what is needed/desired. To help them more, we establish routines. These routines help the autistic students know what is expected and understand what is required to earn credit.
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Stephanie Neu Posts: 4
5/15/2023
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In my classroom, I had a student who was hard of hearing. He did wear a hearing aid to assist but still required a bit more strategic placement to amplify his learning especially with it being a music course. Some tones he was unable to hear. I sat him close to the music and had the student touch the drum for example to FEEL the rhythm. I also used a microphone when appropriate and that seemed to help.
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Stephanie Neu Posts: 4
5/15/2023
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Text to speech is such a great tool!Richard Borish wrote:
5/15/23
I have used text-to-speech to help ESE students hear the pronunciation of multisyllabic words. They are allowed to work with this technology before reading aloud in class to build confidence.
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Alicia Gifford Posts: 4
5/29/2023
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I teach high school and I recently had an Access student who was non verbal and had autism. He would consistently put supplies in his pockets or backpack to take home. He has done this his entire life. Instead of having him do every project we worked on, I started by observing what he liked to do. He loved cutting and taping shapes that he drew together. I started showing him examples of objects he could create using those simple shapes. At the end of each class, I would ask him to empty his pockets and put the supplies away. It took a little while, but he got used to the routine and as soon as class ended, he would put everything away.
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Sherilyn Bryan Posts: 3
6/14/2023
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I had several students in my musical theatre class with intellectual disabilities. They were challenged with memorization and speech. We found that performances with physical movement worked to their strengths. We also found that working in a group and following along with others also worked to their strengths. Additional rehearsal and developing routines helped them to collaborate and perform with their group.
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Katherine Mortensen Posts: 5
6/14/2023
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ileana reich wrote:
Hi, I agree with the way you handled this situation" "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 had a student two years in a row in a regular Ed class who was autistic. Social interaction was an issue. I am happy to note that by the end of the second year, he took a try at leading a Socratic seminar. He volunteered! My hope is that students and teachers continue to think out of the box to get learning goals met, but also to provide a safe environment where they may want to step out and do things they have never done before.
Ileana Reich
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Katherine Mortensen Posts: 5
6/14/2023
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I consulted with one of my teachers who was having a similar experience with her autistic student in her theater class. This students struggled working in groups and at times would get angry if team members did not support or agree with his idea or input. We implemented a cool down zone in the classroom for him to move to when he felt anger coming on, it was an area of the room that he chose. Having the safe space for him to decompress, allowed him to gather his thoughts and re-join the group and continue working with his team.
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