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Carolyn Cline Posts: 10
2/16/2020
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Administrator wrote:
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.
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Carolyn Cline Posts: 10
2/16/2020
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Samuel is a student of mine who has an IEP and is labeled as Special Learning Disability or SLD. His progress in the general education curriculum is impacted by his disability by making it difficult for him to focus for a long periods of time. He gets agitated and unable to focus during class time. He talks to peers and is easily distracted in the classroom. He has accommodations that include small group instruction for test taking and assessments. His IEP gives him the extended time for assignments and assessments as needed. Also, verbal encouragement and oral presentation of materials while using visual aids help him to succeed in test taking, as well as, test questions and answer choices.
The information in his IEP assists me in the following ways. First, he is seated in an area where he is away from distractions so I can assist him with redirections during the lesson. I need to watch him to ensure that he is not distracted and help him with his focusing on certain concepts during the lesson by giving him verbal redirection as needed and repeat key lesson points. When giving assignments, I need to allow for extra time for him to complete certain assignments, activities and assessments. If he has homework assignments, I can give him an extra day to complete that assignment. During testing, I give him the opportunity to work in a small group in a eparate quiet location under the direction of the ESE teacher. Samuel is a student who I have in my class. I read through his IEP and the information in the IEP helped plan my instructional approach with him.
Samuel has displayed many of the behaviors described in the IEP; however; with specific accommodations, he has been successful in my music education class.
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Nellann R Meek Posts: 1
3/11/2020
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I currently have two students with Health Impairment. They both are active in my dance class and want to participate. I make sure to give them time to breakdown all of the dance steps and refocus them when they get lost.
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Kindal Gillstedt Posts: 4
4/28/2020
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I had a student who has a visual impairment in my dance class. While she has some residual vision, her vision is not functional. She is able to see some color, shadows, and light perception; however, her primary sense is tactile. Therefore, she predominately learned through touch and auditory means. Students who are blind or visually impaired often benefit from dance. It helps improve their movement, coordination, independence and helps to support their orientation and mobility skills. I accommodated her by giving her physical guidance or access to my movements. I had her hold my hand as I rehearsed the arm and hand movements.
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Kindal Gillstedt Posts: 4
4/28/2020
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Great Idea, you could also have the student wear noise cancelling headphones. Amy Valerius wrote:
I had a mildly autistic student in my dance class in previous years. They learned at a slower pace than the majority of the class, as well as needed a much more comprehensive review period before learning a new skill. I began to learn when they were becoming "overstimulated" with the music and movement of others in the class. During these times I would pull the student aside and have one of my other students go over the steps one on one. I found that to be an effective way to keep this student engaged without getting frustrated.
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Aquila Tamaseu Posts: 7
5/6/2020
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Kindal Gillstedt wrote:
I had a student who has a visual impairment in my dance class. While she has some residual vision, her vision is not functional. She is able to see some color, shadows, and light perception; however, her primary sense is tactile. Therefore, she predominately learned through touch and auditory means. Students who are blind or visually impaired often benefit from dance. It helps improve their movement, coordination, independence and helps to support their orientation and mobility skills. I accommodated her by giving her physical guidance or access to my movements. I had her hold my hand as I rehearsed the arm and hand movements.
"So glad to hear you say this. I often thought that visually impaired students would benefit from dance, which is why I incorporate dance with singing. Dance is also good for everyone and helps them to express their emotions or the mood of the song."
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Shelby Knight Posts: 3
5/12/2020
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I currently have a student with Down Syndrome in my dance class. She is in 2nd grade and has been with me since Kindergarten. Her attention span is very short, but she is a delightful student. During the warm-up, I have her sit beside me up at the front of the class, and usually tell her that she is my "warm-up assistant". The other students are extremely accepting of her and are always encouraging her and giving her positive feedback (which I find very heart-warming). I will generally lose her attention mid-class, but luckily I have an aid who will give her a few minutes of a "break" and then will assist her back into class once she is ready. I usually pair her with another student who I can trust and will be patient with her as we work in groups. During movements across the floor, I usually assist her and I am sure to give her positive reinforcement as this is what the responds to best. She has come such a long way in just 3 years and it's amazing to me what all she has accomplished. It of course takes a little more work/patience on my end as her teacher, but she encourages me to be better and reminds me that with patience and hard work comes an amazing outcome.
edited by Shelby Knight on 5/12/2020
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Faith Bosco Posts: 3
5/13/2020
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I have students that have a specific learning disability. It truly helps to break down or chunk choreography. Students do much better with shorter amounts of movement. Also, repetition is key.
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Alcede Surtain Posts: 1
5/21/2020
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I had a student that suffered from Oppositional Defiant Disorder(ODD) simply refused to follow the rules in my Physical Education class. In the beginning of the year the student would come to class and run around the pavilion touching equipment that was set up for class and being a total disruption. Being the new PE teacher, I simply thought the student was trying to be a class clown for her friends and just seeking attention. After speaking to her homeroom teacher and the guidance counselor, I realized that i would have to take a different approach with this student. I swiftly made contact with her to convey the expectations of the class and to let her know if those expectations were met, she would have a chance to be my PE helper. I originally chose others to allow her to see first hand how cool it was to follow the expectations and to be my helper. She initially didn't take to well others being chosen but i noticed her starting to ask questions about becoming my helper. I saw the opportunity for me really affect this student positively by meeting her before she entered the pavilion and greeting her with a smile and compliment.("Good morning Sara. I like your sneakers") This allowed the student to let her guard down a little in my class just enough to enjoy the one thing she liked the most, sports. A few weeks went by and that student was finally chosen to be my helper. Although she wasn't perfect, she had put forth more effort to become the helper thus controlling her disorder for my 30 minute class. The negative about this situation was, whenever the student would get in trouble around campus, she would find her way back to the pavilion. This had become her out from performing in her classroom and behaving around campus. PE later became an incentive on her IEP to help curve her behavior and get her to perform in the classroom.
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Jessica Harvie Posts: 3
5/23/2020
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I have a student named "Destiny" who has a hearing impairment. She wears a special hearing aide which is detachable and magnetized to an apparatus inside her skull. It allows her to remove it and read lips when she needs to for movement and activity. However, the majority of the time, she does wear her hearing aid.
She is behind the other dancer's developmentally and the hearing is possibly the reason for her delay. However, some of the other reasons may be that she is just not a natural dancer and falls into the category, like a good majority of the students in her class-who just do not have an aptitude for dance naturally. The thing about Destiny though is she is a gem when it comes to hard work and determination. I believe this is the main ingredient which has made her successful this far.
She managed to move from the beginner level into intermediate level as middle school student. Because her academic work is so high in the dance courses as well-her mom, the guidance department, and AP decided she could participate in the intermediate-advanced 8th grade course this school year.
The accommodations I have provided to her as I instruct her are to always make sure she can see me and I can see her. This is to help her read lips if needed. The other students have also learned to make facial contact with her when working in teams. In addition, when needed, I also provide written instructions, especially for exercises such as barre work. She is very good about also seeking me out before or after class/school for additional one on one instruction. This has been valuable to her as she has worked towards success. I also make sure that I check for understanding with her, and use physical and verbal cueing as often as I can to make sure she understands. She asked me early on not to single her out; so she asked me if we could just wink at each other as a visual cue that she understood. This is what we do and I have found that other students have also used this cueing when working with her in teams. Since this is her preferred communication, it works for her, and I think it also gives her a sense of taking control of her learning.
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Albena Arnaudova Posts: 3
6/8/2020
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I have student with Fragile X syndrome. Having an established routine is helping the student to cope with the challenges. Students with this impartment feel safe when they are informed in advance or the lesson plan. Repetition helps a lot as well. I have to explain, demonstrate and provide extra time for processing. Having a peer to follow is very helpful as well.
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Lauren Albert Posts: 3
6/18/2020
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As a colorguard and dance team coach - I often am unaware of what some of my team members may deal with on a constant basis. Since dance and colorguard are very physical activities and require a great deal of focus and attention to detail - I can at some see some of my students who suffer from ADHD struggle to complete the assigned tasks in one sitting. I encourage my captains who instruct to chunk choreography and then we build upon it as well as working in small groups which help them to focus in a smaller setting. We continue to repeat this over and over until they feel confident and their focus is there.
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Kristie L. Holley Posts: 3
6/18/2020
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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.
In my theatre class I had a student with a hearing impairment. He was a lip reader so I seated him in the front of the class so that he could always see my face. When we watched videos, I engaged the close captioning. For scene work, I make sure he is paired or grouped with students who understand that they must look at him when they speak and I repeat directions as needed. I also provide written directions and notes.
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Lesley Shea Posts: 7
6/22/2020
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In my Drama class, I had a student that was visually impaired. He could not read from a textbook, worksheet or the board but could see shapes so got around the classroom and school very well. I use a lot of demonstrations to show and teach concepts and this was a problem when he was first in my class. I soon paired him with a peer so that he could get help with materials (props, etc) and with the lesson I would give him hands on instruction to understand...a lot of time he was my person to help with the example/demonstration to the class.
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Erin Cardinal Posts: 3
6/25/2020
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I currently have a dance student with an orthopedic disability. With her input, I have created space for her to adapt and create her learning experience. I have allowed her to take breaks and observe when her body hurts too much and have given her the room to modify certain movements in class that are uncomfortable for her to execute. I also provide extra time for her and allow her to work with "dance buddies" in class for added peer support.
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Carol S Cyprian Posts: 1
8/10/2020
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In the past I had a student who was identified as EBD. He has severe behavioral outbursts. I found that structure and breaks were necessary to ensure success for him in dance class (which is held in a wide open space). I created a specific area for him when his class came in so he knew where his area was. I also created a cool off area for him when his behaviors got heightened. I implemented an If/Then opportunity for him. If you participate for an exercise then he was able to get water, restroom, etc. which he would use as an escape from participating. Not much modification was needed to what was given to him but more so the amount of work that was given to allow for breaks and cool down time.
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Gracie Powell-Jones Posts: 2
9/8/2020
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I had a student in the past who had problems with listening. I had to make accommodations for that student by moving that student closer to the music. I also used gestures and lots of hands on activities.
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Gracie Powell-Jones Posts: 2
9/8/2020
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In the past, I had three students with specific learning disabilities. I used small group and individualized instruction as many days that was necessary. I used modeling a lot and lots of hands on activities. Cards with letters, numbers, picture cards, and helped made the child feel comfortable in the learning process. This really helped the students. I found out that pairing them with their peers played an important role in the learning process. After this process, the students had confident in themselves that they could learn and do the work.
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Megan Murphy Posts: 3
9/14/2020
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I had a student who had cerebral palsy, and was in a wheelchair. She was super into dance, and had such passion for movement. In our choreography, she would do all of the arm movements the same as other students. She enjoyed being a part of the class.
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Ashley Hassler Posts: 3
11/6/2020
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I recently used Flipgrid to record students' work. All of the students like it, but I found that it works especially well for my students with disabilities. The students still perform without the same anxiety and pressure that comes with an in-person performance. The plus side to using Flipgrid is that students can see each other's work and give feedback.
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Ashley Hassler
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