10/15/2021
Topic:
Assessment of Learning
Dena Henderson
|
I had a student in the past on the Autism Spectrum. This student in particular needed more help but although he couldn't learn a lot of lines, I still wanted him to participate in our one act play. I created a buddy for him in the play. This student would come on the stage at the same time. If the student with autism forgot his line, the buddy would say it to him to remind him to say it. The day of the performance came and he did great. By then he still needed help with remembering to come out on stage but once there was able to stay focused and involved enough to say his line. |
10/15/2021
Topic:
Tools And Strategies
Dena Henderson
|
I use letter strategy in my classroom as a way to help students memorize lines. Students take the the text they need to memorize and write the first letter of each word on a card. By combining memorizing the first letter it helps them remember the whole word and whole sentences etc. Another strategy I use is cooperative groups. In theatre it is imperative for them to be able to work with others. Although I sometimes let them pair themselves, I also pair them up myself so I can mix abilities. Students who are struggling with a concept may grasp it from a student who is not.
In technology, I often teach students to use the Sketch up program. This is for scenic design. If a student has physical issues that make drawing with precision difficult, the Sketch up program is computer based. They can be successful in showing their ideas. If they had to draw them out with pencil they might not be able to do that clearly or with precision. |
10/15/2021
Topic:
Assessment of Learning
Dena Henderson
|
I had a student with autism who could not read but had good understanding of what was being taught. He could apply things well. Anytime I needed to give a paper style test, I would read a reduced number of questions to him and have him respond to me verbally. I had him in musical theatre for multiple years. By his senior year he had really grown and could do more and more.
I have had students in the past with dyslexia. Extended time was essential for their success. They could read but it just took them longer. I would also give them a separate location so they didn't feel pressure from other students who were finishing faster. Not that other students pressure them but just seeing students get up and turn in their tests can create anxiety and be a distraction. |