6/8/2021
Topic:
Students With Disabilities
Hillary Blythe Ure
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I had a student in my dance class that had a hearing impairment and required a hearing aid. When I gave instructions with music playing or when other students were practicing Tap independently she had difficulty hearing and comprehending instructions. I found that it helped to pause the music when giving directions and then repeat and clarify instructions to he once everyone began independent work. |
6/28/2021
Topic:
Tools And Strategies
Hillary Blythe Ure
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Option 1: 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 student's disability. Share your response in the threaded discussion.
One strategy that I could use in my dance classroom would be cubing for tiered lessons. For example, when we learn about a choreographer or dance style, this gives the opportunity for a student to explore it from six perspectives. For a student with a disability, a lecture or class discussion may not be the best way to acquire knowledge, but cubing would allow for different perspectives and peer interaction for a deeper understanding.
A learning contract could also be an effective strategy for me. In dance, especially on the secondary level, my students are at all different stages of skill and ability. A learning contract could be a way to help every student, regardless of disability, set goals and establish steps to accomplish them. |
7/5/2021
Topic:
Assessment Of Learning
Hillary Blythe Ure
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Option 1: Think of a student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her learning. Share your response in the threaded discussion.
I had a student who was hearing impaired. We had a tap combination that the class learned for a summative assessment. I gave her the choice to perform independently, because she could hear her sounds more clearly and did not get distracted by the sounds of the other dancers. She thrived with the option to do it alone, rather than with another student.
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