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Jacqueline Peterson Posts: 2
5/31/2018
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In my dance class, I have several dancers that are exceptional learners. I accomadate by repetition and also placing them with others students that are willing to help teach the moves. I also give one on one time when needed.
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Jacqueline Peterson Posts: 2
5/31/2018
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My student's exceptionality affected their ability to catch on to the movements and even isolate themselves. Have a students to help and taking the time to break down the moves, brought excitement and a desire to dance.
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Amy Valerius Posts: 4
9/2/2018
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I have a student in my dance class diagnosed with autism. He has a true affection for dancing and performing, but he prefers to "freestyle" his dance rather than follow the structure of dance class. I have found that providing direct instruction to him on the task at hand works well as he wants to do the steps correctly. He constantly is "telling" me that he did it right and looks for my feedback after he performs new steps. If I give him individual instruction he responds more favorably when I give him a correction on something he needs to fix or improve.
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Tricia Buckstein Posts: 4
2/6/2019
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I had a student that was missing her right hand.In class we play recorders and guitars, 2 instruments that 2 hands are needed. I modified the music she needed to learn on the recorder to all left hand notes. We were able to find lots of music for her to play online and she did great. On the guitar, we modified the way she played. She would lay it on her lap so the neck was toward her right side. We played melody guitar so she pushed down the correct frets with her right arm and used her left hand to play the strings. She ended up being the best guitar player I have taught.
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Susan Berard Posts: 1
3/5/2019
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I had the pleasure of getting to know an autistic student with some other health issues who did very well in our high school. He originally had to have an Alphasmart device but since our curriculum is online, he did not need this device. He also blossomed very well in our classes and started making friends in school. Although he did have some issues with hearing, I always made sure that he could see when I was talking to him, spoke a little slowly and clearly for him to understand my instructions.
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Lynn Vairo Posts: 2
3/29/2019
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I had a student in my dance class with a motor functioning disability. There were some dance moves that were difficult for her to execute but she never wanted things changed just for her. If she stumbled a little she would get right back in to what we were doing. If I saw that she was getting frustrated I would just give her a little pep talk and she was good to go. All of the other students were great and never complained if things had to be adjusted or modified.
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Courtney Smith Posts: 3
4/11/2019
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I had a student who had fairly severe dyslexia. Although she struggled in many of her other classes, she excelled in dance where she was very gifted. Her disability affected minor areas such as directional changes or body side movements dealing with lefts and rights. However, when we dug into research, reading and writing within the subject of dance, her disability made more of an impact. It was clear she also struggled with her ability to speak her mind, answer questions and participate in discussions because she didn’t trust her own ability to learn, gain and retain knowledge. She excelled in non verbal areas of the class even though the challenges arose in other areas.
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Elisabeth Crumrine Posts: 5
5/2/2019
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I had a student that was blind one year in my chorus class. Since learning purely by rote was too slow of a process, I would make recordings of this student's voice part so she could practice at home. She had a fantastic ear for pitches, but she still struggled with the text. So I started typing up the words for her para who would then put it into Braille for the student. She would read the Braille text during class and then could focus more on her singing.
--
Elisabeth Crumrine
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Palma Gilder Posts: 4
5/15/2019
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I always try to use a calm voice with my ESE students. I also balance the amount of help that I give them. I want them to feel successful and that they did the work not me.
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Kimberly Keck Posts: 3
5/21/2019
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In my dance class, I have two students that are dyslexic which has a huge impact on their abilities to learn movement. They struggled with left and right most frequently. She was left dominate, so on new skills I would start teaching them off of her more dominate side and then move over to the right. She would be pick up things more quickly this way. We also used videos for her to go home and practice with. The videos were always recorded as if she was standing behind the person in the video so they were looking at my back and were able to effectively copy the movement easier.
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maryparker Posts: 2
5/30/2019
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As a school counselor i work with the team in planning IEP's. We work to discover the interests of our students and incorporate fine arts into their plan. I can direct the teachers to the resources that apply to their discipline as well as encourage them to engage in ongoing assessment and reflection of their teaching process. I believe we can learn alot from having others observe us in action and then process what was observed.
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Shannon Greene Posts: 4
6/3/2019
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In my general music classroom, I had a sweet and quiet autistic student. However it was difficult for him to wait his turn. For example, passing out small percussion instruments one day, he had a melt down because he was not handed the frog rasp and someone else was given it first. I had to explain that we would take turns and that he was going to have to use the maracas first and then we would trade. The assistant and I were able to get him to trade the maracas for a drum, but he would still have to wait until the other student was done with the frog rasp. I found that as long as the assistant and I remained calm with a soothing voice and that we were firm on the fact that he had to wait, we were going to be successful in getting him to calm down.
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Sara Barnes Posts: 3
8/21/2019
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Over the years, I have had many students with disabilities. One example that comes to mind is a student I had with Downs Syndrome. This student became a very capable dancer, she just struggled with her memory. This affected her most on stage. So for each piece of choreography she participated in, she had a partner who she would always dance near, or with. This gave her a point of reference on stage. She also became very close to this student which made it easier for her to socialize in the class.
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Stuart Taft Posts: 3
9/5/2019
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Although I am sure that I have taught many students with undiagnosed disabilities, I do currently have a student who is vision impaired. Also, I have a student with an orthopedic impairment. Both students come to my elementary music classroom accompanied by an aid. These disabilities can affect music learning adversely in a direct way but what really is clear to me, is that, indirectly, these student's have delayed learning because of negative peer interactions and limited access. Still many strides to be made in improving the possibilities for these children.
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Sara Barnes Posts: 3
9/13/2019
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I have used video equipment to record students performing technical skills, and then asked them to assess themselves by watching. It aided in the students mastering skills, because they were able to see mistakes visual, and multiple times.
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Sara Barnes Posts: 3
9/13/2019
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I have adapted assessment for students with disabilities by having them work in partners with other students.
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Marcia Moore Posts: 11
12/29/2019
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I have a student who has ADHD. It is difficult for him to concentrate on a task and stay in his seat. I have moved his seat close to me in an area where he can stand and move around a bit without interrupting the other students. I also have begun to use themes and activities of his interest to help maintain his focus.
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Marcia Moore Posts: 11
12/29/2019
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Deborah Walker-Tannehill wrote:
I have had the pleasure of a male student in my art class for two years. First, in Kindergarten and then again in first grade. He is listed as ADS and is assisted by a paraprofessional during our 40 minute class due to behavioral challenges when he becomes over stimulated through usage of art materials. My "Kyle" does not handle the sensations of touch when using liquid glue, ceramic clay, or any like materials which cause his hands to become dirty or sticky. Together, we have learned to adjust his working space so that he feels comfortable and in control of his art-making processes. He is allowed to substitute with glue sticks, tools for clay work (blunt pencils, a strip of tag board to cut clay), modeling clay rather than ceramic clay, and washcloths/baby wipes to immediately clean hands in case of distress. He prefers to sit at "his own table" with his helper, due to his tendencies of hurting others when he becomes excited (he twists others writs, pinches their shoulder, throws crayons, snatches materials and apologizes). He tries so very hard to obey classroom rules. On a good day, he will ask a friend to sit with him and I certainly allow that. On a bad day, he will yell NO! and cover his table to protect his work space. Kyle is amazingly talented in painting and could paint for hours. His erratic scribbling methods with crayons all but disappears with the exchange for a paintbrush. He is my cleaning helper because collecting materials gives him something constructive to do yet remain active, while the other students are lining up to leave. Otherwise, Kyle would not handle waiting in line for others and hurt someone. He loves art and has slowly ventured past paint to gel pens, paper sculpture with glue sticks, and even made a ceramic sea turtle near our sink area "just in case".
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Marcia Moore Posts: 11
12/29/2019
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I love how you have accommodated this student and the substitutions you have made. I love that he loves to clean. My granddaughter is the same way. It seems to help organize her brain. Sheila Ruotolo wrote:
I currently have a student who is in the ASD category. It's challenging in the classroom mostly because of the students reactions to him. I have everything from massive compassion to giggles at his mood swings. Fortunately, I have a son who is ASD so I use a modified version of the techniques I use at home on this student. I use the word modified becuase my son while high on the scale is not as high as this young man, therefore, I have to tweek things here and there. He needs constant reassurance that he is ok because he feels things differently than the adverage student. For example, while working on pirouettes he feels "his bones crackeling and twisting off". This scares him and can set him into a mild melt down. I reassure him that he he's ok and I remind him that I understand he feels things different than his classmate, that I do believe him (that is very important because he things no one does) and that I'm watching him to make sure he doesn't get hurt. I then have him repeat it for me and praise his great work and we're able to move on. I've also found that talking in what I call "sing song" speak helps calm him down and stops the tears quickly as well. I have had to talk with the other students because they're 5th graders and have a hard time controlling the giggling. Once I did that, we're all back to a productive class and positive learning environment for everyone. I know I'll have to repeat what I'm doing to help him a lot but that's ok too...I'm used to it at home.
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Caroline Schmid Posts: 3
2/1/2020
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I currently have a student that has a learning disabilities.
She has a hard time processing movement sequences. I notice in the beginning of the year that during dance class she would get frustrated and shut down when she did not get the dance combination. I have moved her close to me and try to constantly make eye con tact with her. I was able to help her by giving her the movements in bite sizes. I make inquiries of the class such as was my foot in front or back. Since I am asking the whole class she benefits from hearing it out loud. I have the entire class break up in small groups and have them work out the dance combination.
This way she does not feel singled out the students love working with each other. Recently I invited her to join a small after school group she is thriving in a small group setting.
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