6/7/2020
Topic:
Students with Disabilities
Sharon Boyd
|
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.
As an administrator of a Turnaround Art School, I see a wide variety of SWD in our Arts related classes. Our Arts teachers work collaboratively with the classroom teacher and ESE specialist to learn and understand the ESE students within our school. Every effort is made to assist their learning within the scheduled classes. Having an ASD cluster, the most difficult setting/challenge for our ASD students is the after school theater program. A large percentage of the intermediate students want to participate in the performance in some way or another. Some experience difficulties with staying on target within the play, not perseverating on their lines (repeating them over and over) and social cues that come easier to their non-ESE peers. We buddy them up with a student they are familiar with, provide additional time to practice with others and in front of adults who provide encouragement and feedback for improvement. At the end of the year performance (at The Broward Center for the Performing Arts in Ft Lauderdale) our students take the stage and at times have had strong supporting roles in the yearly performance. Those that can't or choose not to be in front of an audience are given the opportunity to be part of the design crew where they are paired with another 1-2 students and research the criteria for the set based on the play & scenes involved. It's a very hands on approach that lends itself to a greater opportunity for the ASD students to work on some social/emotional goals in a less "criterion based" setting as the daily art /music classes. |
6/7/2020
Topic:
Students with Disabilities
Sharon Boyd
|
Identify at least two ways school administrators can support fine arts educators' use of explicit and intensive instruction for students with disabilities.
First and foremost, teachers need to be availed the opportunity to participate in professional development specifically designed for not only Students with Disabilities but impoverished students, transient students... The likelihood of students coming with a clear understanding of "the arts" and its inherent meaning is not great. Some may come with exposure to but not a clear understanding of and no idea of its relevance nor application in their life. We need to provide professional development for teachers to systematically teach the various strategies and concepts outlines in the fl-pda.org portal. Not only that but as we've been implementing arts integration for the past 5 years through the Turnaround Arts program (now housed in the Kennedy Center) we've seen a rise not only in student achievement but in teacher efficacy and parent engagement.
Administrators also need to be well versed in the implementation of arts integration strategies so as to provide accurate and ongoing feedback to teachers relative to their practice. Knowing about differentiated task cards, tiered instruction, pacing... will only help the arts educators ability to reflect on their own practice. |
6/7/2020
Topic:
Students with Disabilities
Sharon Boyd
|
Identify two ways administrators can assist fine arts educators in learning about how to use adaptive assessment in their fine arts classroom.
Providing proper planning time before and during the day to appropriately construct and analyze pre-assessments. The analysis of the pre assessment is crucial in developing appropriate and engaging lessons, centers and formative assessments throughout the lesson/unit. In addition to the planning time, providing fine arts teachers with "IEP at a glance" (information of the students present level of performance and goals) in order for the arts teachers to gain a better understanding of the readiness level of incoming students. That can aide in grouping students, planning for informal assessments, creating appropriate journaling activities and the use of adaptive/assistive technology if necessary. Planning is key to success in any classroom. |