6/7/2020
Topic:
Students With Disabilities
Kimberly Florio
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I had the most incredible, intellectual student who was confined to a wheelchair and communicated by tapping his head which then triggered his computer to speak for him. I will never forget this student. I think he had cerebral palsy (it has been a while since I taught him) This young man could not verbally communicate nor physically participate, on his own, in our daily games and exercises but we included him anyway. He always had an assistant but the students would take turns in partnering with him and including him in every activity. There are two instances that stand out: a paper was assigned to cover one of the Theatre Theorists and demonstrate their method. Well this young man appeared in class, on the due date, with a typed paper in hand and instructions on how I was to share his information. The rest of the class was humbled by his preparedness and intellectual prowess. We also ended our semester with a cabaret type event and we did a number from the musical RENT. We performed Seasons of Love and he had a partner that wheeled him around and had him as one of the cast members. It was a magical event. In all honesty, the students without disabilities took away so much more from our time with this young man. |
6/8/2020
Topic:
Tools And Strategies
Kimberly Florio
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Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
Being a theatre teacher brings all sorts of challenges with technology and with the student population. Theatre is the one place where all are welcomed and accepted and all abilities are seen and magnified for the greater good of the student. I have the privilege of teaching in the actual theatre space but that did not bode well for my visually impaired student Bella. Throwing images on the screen, working in dim lighting, or student presentations did not help Bella. So, we decided that she would be the one to facilitate every lesson or presentation by maneuvering the computer. This way she could lean in and see the information much closer. I also had all the lessons in large print for Bella. Funny "ABILITY" of Bella......she said working in a dark theatre was easier for her because she maneuvers in darkness most of the time. She worked the light board as well. |
6/8/2020
Topic:
Assessment of Learning
Kimberly Florio
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Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I had an incredible young lady in a dance class of mine for 2 years. She had down syndrome, was non verbal and had sensory issues. The first year she was very withdrawn and would not always participate with the class but she would do 1 on 1 assessments with me. So, we would go to the backstage area, for privacy, and I would ask her to demonstrate various concepts. She did! The second year she "came out of her shell". She participated with the class, did performances where she was the focal point and willingly did the individual assessments with the rest of the class. She learned how to cope with the sensory issues of loud music, light changes, quick costume changes and fear of publicly performing.
I was producing Elf Jr. the musical. I had 5 students in the cast with varying disabilities. I partnered them up with other students in the class and that is how they maneuvered on and off stage. I did not allow the 5 students to remain in their comfort zone of each other. They had a buddy system and made it through the play with little to no mishaps. To this day those students remained great buddy/friends! |