5/23/2020
Topic:
Students With Disabilities
Jessica Harvie
|
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. |
5/23/2020
Topic:
Tools And Strategies
Jessica Harvie
|
Option 2: We are a 1:1 school meaning that each student is blessed to be issued their own tablet at the start of the year. I have found this very beneficial to our dancers because they can record class, corrections, feedback, and see themselves in action.
I have a student who has a hearing loss and wears a hearing aid. The use of technology has been wonderful for her because she is able to record class, and go home and rehearse. In some cases, we have worked together and I have allowed her to record me in the mornings, afterschool or after class as I re-instruct a combination or exercise at the barre. She is then able to see it and work on it. This has helped her progress from a beginner level to our intermediate-advanced level for next school year; in just two years of training. She is of course-dedicated to the hard work and determined to learn. The technology has really helped her grow and succeed. |
5/23/2020
Topic:
Assessment Of Learning
Jessica Harvie
|
My student has a hearing disability. Through the use of technology, a tablet, I have been able to have her record instructions step by step. She is also able to record herself during class performing the work. I will have them use a self-assessment to review their video and then assess which corrections need to be made in order to perform the exercise with technical accuracy. This strategy and assessment method helps the student see herself, evaluate her corrections, and communicate them back to me in written form clearly. It offers us both a clear method of communication. I can then offer her written feedback as well and deepen her understanding clearly. |