9/25/2020
Topic:
Students With Disabilities
Arthur Quinn
|
Since I started teaching, I have had a few students with autism who had a difficult time focusing on material that they were unfamiliar with and they would easily get off task during class performance projects because they were preoccupied by a movie or TV show that they were interested in. I found that building a relationship with my students allows me to ask them questions about their likes and dislikes and their responses are more specific and help me to group students together with other students with similar interests. By grouping students together with similar interests, I can provide them with scripts or prompts for script writing that allow them to use material from their interests. They have an easier time remaining on task and committing to their creative work because they are more invested in the topic. |
9/25/2020
Topic:
Tools And Strategies
Arthur Quinn
|
One way that I have used technology to meet the needs of a student who was visually impaired was allowing them the use of their device during rehearsal times. I would email them digital copies of their scripts that they could use their device to either enlarge the text or use the device to read the text to them. |
9/25/2020
Topic:
Assessment of Learning
Arthur Quinn
|
I once had a student who stuttered and had an anxiety disorder. This student was always engaged watching their peers perform but was uncomfortable preforming for their peers. For monologue assignments, I started out by letting the student record their monologues for me and they would show me the video when they were ready. This allowed them multiple attempts and their SLP worked with them. Eventually they would perform monologue for me, which I felt was a big step. For group scene projects, I would partner them with a group of students who enjoyed drawing and I would ask them to draw a comic book to represent what the scene would look like. |