7/12/2021
Topic:
Students With Disabilities
Jeanette Long
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Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
The student on my campus is ADHD in a highly ranked Arts school. This means that the student has to keep up with highly skilled, focused dancers. The teacher ensures to chunk instruction and choreography to allow the student to learn in segments and remain more focused throughout the learning. Having a partner who redirects the student has helped as well. |
7/12/2021
Topic:
Tools And Strategies
Jeanette Long
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- 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.
This year has been a great eye opener when it comes to technology and dance. The students have had to use laptops, cellphones, apps, music editing tools, etc. They have grown exponentially in their craft through all of the technology that they have been able to employ while learning virtually. Students with disabilities have not been the exception. They have had the same expectations but we had our Technology staff reach out and be available when needed. Parents have assisted their children in calls and have been excellent liaisons to the school. |
7/12/2021
Topic:
Assessment Of Learning
Jeanette Long
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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.
In dance, we ensure the students are given more time to learn their choreography by chunking it. We have found that students are faster at learning when they are able to practice their bits over and over again. Placing them in small teams or even pairs allows them to be more effective in internalizing the product than when learning longer amount of phrases.
When assessed, they opt to show the choreography as a whole or in phrases; also, if they would like a partner or a small group with them. |