2/12/2021
Topic:
Students With Disabilities
Serena Young
|
I had a student in my dance class who has visually impaired. She was a bright student and thoroughly enjoyed my class. Sometimes she needed physical guidance to my instruction and with permission I was able to help engage the student with proper physical movement. I made sure she was placed in close proximity of my teachings most of the duration of our class time. If there were moments where I was unable to be at close proximity and she needed guidance I would use verbal, music, and instrumental prompts. Clapping worked well for my verbal prompts, music ques were directed as guidance for when to start/end combinations with selected music, and a tambourine was used for the instrumental prompts. All of these tools helped this talented girl feel successful in my class. |
2/12/2021
Topic:
Tools And Strategies
Serena Young
|
Option 2: I teach students on many different dance levels, learning abilities, and disabilities. One particular student suffers from anxiety and is extremely anxious when it comes time for our demonstration or performance activities. It has helped to pair her up with students whom are more confident and encouraging. One great tool we have used in these assignments is videography. We videotape each group’s work when the lesson involves a demonstration activity or performance presentation. I typically call this the “rough draft”. After videotaping on my Ipad, I allow each group to self-evaluate themselves and then take time to make any adjustments necessary prior to their “final” showing of their work. Allowing this child with anxiety to preview her work and then make any final changes has really helped her to gain confidence and she has become less anxious about presenting her work. |
2/12/2021
Topic:
Assessment Of Learning
Serena Young
|
I have past students whom showed disabilities in reading or written assignments. One particular student struggled when it came to identifying written vocabulary words and their definitions. I created an assignment that allowed her to demonstrate each vocabulary word and verbally say its definition. I also used flashcards and I would show her the flashcard and she would then be required to demonstrate that particular vocabulary word. As a result, this process worked very well for her and she was successful at identifying dance vocabulary. |