7/21/2021
Topic:
Tools And Strategies
Michelle Terl
|
Choose One(1):- Option 2: 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.
I've had a D/HH student the last 2 years in my middle school theatre class. I will also have her this year. She is Hard-of-Hearing and uses an assistive microphone device that I wear when she is in class that helps direct my voice to her hearing aids. We have also found that additional one-on-one discussion (either in-person or via text or email) has really helped her when she needed clarification on instructions. During this past year of remote learning, together we also identified and utilized closed-captioning and subtitles whenever possible for online video viewing and online tutorials. This was extremely helpful with her auditory processing issues. In addition to the technology available, I have found being proactive and keeping the communication lines open with the student, the parent, and her specific support facilitator have made it much easier for her to overcome any obstacles to meeting deadlines and/or learning the content. She is an active student in class and has been a successful performer with us during both years. She has also become confident enough to support her peers by leading and teaching them in a variety of ways. She is also now confident enough and comfortable enough with me to advocate for her peers when necessary, and for herself by asking for additional help as she needs it. |
7/21/2021
Topic:
Students With Disabilities
Michelle Terl
|
| 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. | |
Over the years, I have had several students with Autism Spectrum Disorder (ASD). Each student presented with a different level of functioning and challenge. Most recently, I had a student for three years in my middle school theatre program. He struggled with learning to focus on the task at hand, and with responding appropriately in certain situations. I found that creating a strong relationship with him helped us when I needed to pull him aside for quiet redirection. I also had frequent conversations with his parents and support facilitators at school. When necessary, I would call a facilitator to the classroom to help him calm down. Sometimes, it was also beneficial to call the parent during class or rehearsal. This student was talented as a theatre student and eager to participate all the time. He struggled with sharing the stage and attention of the class with others. We worked on practicing good audience etiquette when it wasn't his turn on stage. There were many times when he wanted to shift the assignment from what was given to whatever particular pop culture item was his latest favorite. We would often talk together to choose when we could replace the assignment with an alternative, and when he needed to follow the assignment expectations as given. He participated successfully in both class and extra-curricular theatre projects over all three years, even holding the leading role for his 8th grade class musical. He also traveled with us to local and overnight festival trips. His parents traveled with us on those occasions as chaperones to help with his comfort level and to be with us in case extra assistance was needed. The school's support facilitators were also on board to travel with us as needed, as well as to make frequent stop ins to class and rehearsal to ensure he was on track and had all the support he needed. He has now moved on to high school and will be starting as a sophomore in the fall and I'm happy to report he has kept in touch and is doing well. |
7/21/2021
Topic:
Assessment of Learning
Michelle Terl
|
Choose One(1):
- 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.
I once had two students with Down's Syndrome in the same class. They took my high school Drama I class for multiple consecutive years. As they advanced, they often were more interested in creating their own works than in some of the basic drama projects their peers were completing. I worked separately with them as they wrote scripts (often based on favorite pop culture references like Harry Potter). I allowed them to further their own experiences by casting and directing their classmates in their original scenes. This gave these two students the opportunity to be classroom leaders, and to develop more advanced theatre skills. It also allowed their peers to learn empathy and to realize the talent and experience these girls had to share. |