11/29/2021
Topic:
Students With Disabilities
Dearing Thoburn
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I have a student that is being evaluated for autism. He is usually upbeat and participates willingly in whatever exercise we are doing. He is knowledgeable about our subject (acting) and enjoys class. He has been respectful of me and my teaching and is keen in his insight of peers critiques. He is not overly positive about other students work spontaneously, but when prompted is complementary. My real concern is peer-to-peer interaction. When dismissed (for ideas) he tends to be irritable, shutting down the creative process. His language and treatment of peers in his group lacks understanding. At times his ideas don't follow the specific instructions laid out. His ideas might be dramatic - but they doesn't fall into the rubric. At the end of projects/scenes, he will interrupt his critique and "explain" what he did instead of taking it in and processing it. He is not rude, just adamant.
I have taken steps to have a "cool down" area for him should he need it. The groups I place him in are students that are more emotionally mature and more apt to navigate issues that arise. Finally - in critiques, I have instituted a rule that once I am finished speaking, the students can respond. If need be, the student and I can have some time on our own to discuss. I always provide encouragement and repeat instructions as well. With the addition of outside and parental interventions, I am excited to see his emotional growth - He has a lot to offer. |