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JENNIFER TURBYFILL Posts: 2
3/2/2021
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I allow a student with a severe writing disability to take the assessments by physically showing the phrase and positions of the body. I also have the assessment written on the board so students that need to see it physically can see it or hear it verbally from me.
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Tu Tram Tran Posts: 1
3/3/2021
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I have a student in my chorus class who I found out works well with a timer, given specific instruction with small activities. When the rest of the class is rehearsing in a sectional on their music, I allow this student to spend exactly 7 minutes listening to the piece they're working on with headphones, and writing down words they think stand out upon listening to it.
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Hillary Blythe Ure Posts: 3
7/5/2021
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Option 1: Think of a student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her learning. Share your response in the threaded discussion.
I had a student who was hearing impaired. We had a tap combination that the class learned for a summative assessment. I gave her the choice to perform independently, because she could hear her sounds more clearly and did not get distracted by the sounds of the other dancers. She thrived with the option to do it alone, rather than with another student.
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Jeanette Long Posts: 3
7/12/2021
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Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
In dance, we ensure the students are given more time to learn their choreography by chunking it. We have found that students are faster at learning when they are able to practice their bits over and over again. Placing them in small teams or even pairs allows them to be more effective in internalizing the product than when learning longer amount of phrases.
When assessed, they opt to show the choreography as a whole or in phrases; also, if they would like a partner or a small group with them.
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A H Posts: 3
8/5/2021
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I had an autistic student in my tap dance class last year that had trouble writing out repsonses whether it was an exit ticket or a vocabulary/unit quiz that I frequently gave the class to show their mastery & undertsanding of concepts covered weekly. To adapt to his learning needs I allowed the student to meet seperately before and/or after class to physically demonstrate the steps/vocabulary, this allowed him to show his undertsanding of the class material without having to write it out. I also gave him multicple choice questions instead of short repsonse or allowed him to draw a picture to fulfill the answer.
edited by A H on 8/5/2021
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Krystal Richtmeyer Posts: 3
1/19/2022
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i have a student who is on the autism spectrum and tries really hard to follow along with dances but he can't seem to work on creating choreography (which is a pretty big chunk of my class). I give an assignment based on the lesson (for example: time, energy, animals, emotions, etc...). I know that he will just spin in circles so I won't be able to assess his knowledge of the content. I have realized this and now we discuss using words or gestures, what the meaning of my lesson is. It is a verbal response rather than a physical movement response. This seems to work well for him and it allows me to see where he stands in my lesson.
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Chantell Pagan Posts: 3
4/12/2022
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In my classes, I use dance combinations to access the students to see if they know what they are doing. For my students with disabilities that are in wheelchairs, I adjust the lesson and have been able to have them use their arm movements more to show knowledge of the movements. I am able to adjust my lesson based on the class and what is needed.
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Moenike Sims Posts: 3
4/24/2022
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Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
When working with a visually impaired little girl, I would always make sure print was large when displayed on the projector. Whenever she would receive a worksheet I would use 2-3 sheets of paper to increase the font used. So basically, other students would receive an 8.5 x 11 in sheet of paper and the student with disability would receive 2-3 sheets so that the 8.5 x 11 in paper would be on 2-3 sheets of paper. It was more work to create these sheets but was easier for the student who normally find herself using a magnifying glass to see the worksheets.
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Lori Madl Posts: 4
6/25/2022
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Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I have several ways I adapt assessments for my middle school dance classroom. However, these adaptations to my assessments for students for disabilities are also for all students in my classes to use if needed.
The adaptations are in regards to our dance vocabulary quizzes. The quizzes are on the Chromebook/Computer. One way I adapt the assessment is that I ask if there are any students who would prefer to have the quiz printed out on paper. This is usually an accommodation for at least one student in my class, so I open the option to anyone who needs it. Another way I help adapt the vocabulary quiz is I offer to orally pronounce any words a student is having difficulty recognizing, especially in ballet. The last way I adapt the vocabulary quizzes is to allow students to perform any step they need to during the quiz to assist in answering questions.
I have found these adaptations to be helpful for students to be able to show me what they understand about our class content.
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Patricia Harper Posts: 1
7/7/2022
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I have a child in my dance class, first grader that has CP... among other things. He has a very hard time with gross motor skills-thus he struggles with movement in general. I usually pull him up beside me and I start with very slow steps with my asst. I then let him move how he wants picking one step to focus on.
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Jenn Stewart Posts: 3
9/17/2022
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In regards to quizes/tests in my dance class, I have a student with a visual impairment. I print out all of her assignments on different color paper so that it is easier for her to see/read. I also teach theatre where they were assessed on memorization of a monologue. My down-syndrome student had a condensed script to memorize so that it wasn't as overwhelming. It is definitely easy to adjust the length of this assignment based on student needs.
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Jeanne Hayslip Posts: 8
9/21/2022
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Jenn Stewart wrote:
In regards to quizes/tests in my dance class, I have a student with a visual impairment. I print out all of her assignments on different color paper so that it is easier for her to see/read. I also teach theatre where they were assessed on memorization of a monologue. My down-syndrome student had a condensed script to memorize so that it wasn't as overwhelming. It is definitely easy to adjust the length of this assignment based on student needs.
Your use of a variety of colored paper prompts as cues for your visually impaired theater student is a great idea. I've always found color coding helpful myself, use it to trigger memory, and have now learned from this course of Teaching Students with Disabilities in the Fine Arts that we both use a Mnemonic Instruction strategy.
Isn't it amazing that what comes naturally and teachers have always done instinctively has evolved into an instructional science?
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emily kyle Posts: 20
2/16/2023
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One of the students in my class is blind and unable to speak. We created and adapted a board of simple answers for the student to use for all of our daily activities and routines. There is a simple "yes" or "no" response button however, we quickly found out that the student wouldn't/couldn't use it until we would say, "Answer yes or no, please." whereas the student would pull her board over and answer yes or no to the question posed. There are other buttons on the bored for a variety of reasons. "I need to go to the bathroom.", "I am thirsty.", "I am cold.", etc. It works well for the student! When it is assessment time, making the questions have a simple yes or no answer is key for this student.
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Kaila Schippani Posts: 3
3/21/2023
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Option 1: I had a student with a physical disability who was unable to perform the same way other students could. Therefore, this student was assessed differently. Each performance (for a grade) was filmed. So, this student was also able to be assed by completing a reflection and critique of their own performance after reviewing their video to recognize what he/she did correctly and what could have been improved upon.
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KS
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Sue Fliss Posts: 4
3/22/2023
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"I have a class with all D/HH students plus two interpreters. They range from 1st grade to 5th grade. We were working on rhythms using quarter notes and eighth notes and I was teaching them to read them using 'Ta' and 'Titi'. A few of the students can speak clearly and were asked to say the words and all of the students were asked to sign using alternate signing that the interpreters came up with. We first composed our own rhythm with each student coming to the board to select their rhythm and, once the rhythm was complete (16 beats), we read and signed the rhythm together. Even the youngest in the group were able to contribute and sign/say the rhythms. We do this activity quite frequently and the students have a strong sense of accomplishment. One student, a second grader, is very far behind intellectually and is completely deaf, doesn't speak and rarely signs, but she enjoys this activity and she participates just as well as the other students in the class.
- Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
- Option 2: Think of a student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her learning. Share your response in the threaded discussion.
edited by Sue Fliss on 3/22/2023
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Tiffany Lee Posts: 3
4/25/2023
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We had our students research a ballet and present the story as a summary with various needed components. We gave each student a graphic organizer that they had to turn in and our students were able to choose their method of sharing (ie read from their notecards or use their graphic organizer. They were given multiple opportunities to practice their presentation and all students did great with the small assistance. Many of our ESE students chose to use the graphic organizer while many gifted students used the note cards and all were sucessful. The means were not as important as the process of researching and presenting.
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Jenny Ross Posts: 3
5/14/2023
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I recently ended a recorder unit with 5th graders utilizing "Recorder Karate". My general education students practiced independently at their level in small groups, while I provided small group instruction to the ESE students as well as lower performing gen ed students who had never studied recorder before my class. I was able to differentiate and modify the assessments of these two groups of students by changing the focus on learning for each group. For the gen ed students and higher performing ESE students, we concentrated on imitating patterns with correct fingerings, while I concentrated on teaching proper blowing and fingering technique to the lower performing ESE students.
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Catrinel Sandu Posts: 3
5/28/2023
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When working with students that have dyslexia or some form of disability that affects their reading or writing skills, I simply provide an oral assessment rather than a written one. For example, I often have "pre-work" vocabulary quizzes to find out if everyone is understands the French ballet terms we will be using in the lesson for the day. When a class has dyslexic students, I will instead ask students what the words mean, and pay close attention to make sure they are understanding.
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Makenzie Oliver Posts: 7
6/20/2023
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Example 1:
Student's Disability: Visual Impairment
Adapted Assessment: Oral Presentation
For a student with visual impairment who may struggle with written exams or assignments, an adapted assessment could be an oral presentation. Instead of requiring the student to write an essay or complete a written test, they can present their knowledge and understanding of the subject matter verbally. This assessment allows the student to showcase their comprehension and critical thinking skills through spoken communication, which can be more accessible for individuals with visual impairments.
Example 2:
Student's Disability: Attention Deficit Hyperactivity Disorder (ADHD)
Adapted Assessment: Chunked Assignments
Students with ADHD often struggle with sustained attention and focus. To accommodate their needs, assessments can be adapted by breaking them into smaller, manageable chunks. Instead of assigning a lengthy essay or project, the teacher can divide the task into smaller sections with clear deadlines. This approach helps students with ADHD stay organized, reduces feelings of overwhelm, and improves their ability to complete the assessment successfully.
Example 3:
Student's Disability: Dyslexia
Multimodal Presentation
Description: Dyslexic students may experience challenges with reading and writing. To provide an alternative assessment, a teacher could allow the student to create a multimodal presentation. This could involve incorporating visual aids, such as infographics or diagrams, along with spoken explanations or recorded audio to convey their understanding of the subject matter. By utilizing multiple modes of communication, the student with dyslexia can demonstrate their knowledge and creativity in a way that aligns with their strengths.
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Makenzie Oliver Posts: 7
6/20/2023
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Jessica Gautier wrote:
Copying patterns is a great form of student retention in each subject area. I have used it for years, and I have found this to be one of the most effective strategies!
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