12/1/2020
Topic:
Students With Disabilities
Beth Bedee
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- Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
I once taught a student in my Drama class who was born deaf. He had a sign language interpreter who followed him to every class. When the students rehearsed scenes, he memorized his lines like every other student and signed them to his partner for the performance. I instructed both he and his acting partner that even though the interpreter had to play a part, it was important that the two maintained eye contact and spoke to one another. There was a bit of a delay, but it worked. He had more facial and body expressions than most of the students without hearing impairments.
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12/1/2020
Topic:
Students With Disabilities
Beth Bedee
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Martin Rohleder wrote:
I have been working with a student with intellectual disabilities as well as other disabilities. He was hesitant to perform or even speak in class, but now with the help of an aid that is more supportive of his abilities and temperament the student has been more apt to try and perform regularly! I have to keep a calm tone with the student and make everything sound "chill" so he doesn't build up the assignments to be something of a big deal that he wouldn't be able to handle.
My experience in a Drama I class is that a lot of students are hesitant to perform in class. Using a "chill" voice is probably a good approach with all students. |
1/5/2021
Topic:
Tools And Strategies
Beth Bedee
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
Two strategies that could be implemented in an elementary theatre class are tiered lessons and learning centers. In a class with multiple ages and abilities working on acting scenes, a pair of eight-year-olds with limited reading ability could work on a short scene with shorter sentence structure. A pair of independent reading 10-year-olds might work on longer scenes with more complex sentence structures. The focus of building character and playing off a partner are the same in either situation. Likewise, while students work with their scene partner, a learning center with the instructor could focus on blocking the scene or comprehending the text. |
1/5/2021
Topic:
Assessment of Learning
Beth Bedee
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
The summative assessment for a unit was to perform a memorized monologue. Students were given a particular length of time to prepare and rehearse before the performance in front of the class. I've adapted this assessment for students with specific learning disabilities by allowing them more preparation time. In several instances, I had students with severe anxiety. I allowed them to perform their monologues for only me without the class watching. |