4/28/2020
Topic:
Students With Disabilities
Kindal Gillstedt
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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. |
4/28/2020
Topic:
Students With Disabilities
Kindal Gillstedt
|
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. |
4/28/2020
Topic:
Tools And Strategies
Kindal Gillstedt
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Option 1: Peer partnering is one strategy that would work well in a dance class. In order to practice a new dance sequence, peers could work with one another to learn the steps, practice, and critique each other. If a student with a disability is paired up with a peer, they may be more apt to learn the sequence from their peer in a smaller, more comfortable group setting. Another strategy that would work well is chaining. Given that chaining allows you to break down steps into smaller sequences, this practice/strategy would be beneficial to students with disabilities who may need more help and assistance learning new steps. |
4/29/2020
Topic:
Assessment of Learning
Kindal Gillstedt
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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.
I had a student with ADHD who was eligible for ESE services under OHI. Two assessment accommodations that could benefit this student is chunking of big assessments into smaller chunks, extended time to complete the test, and reduced stimuli and sources of distraction.
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