6/9/2022
Topic:
Students With Disabilities
Lori Madl
|
For one semester, I had a student in a wheelchair, in middle school dance. Her teachers were trying to discourage her from being in dance class, but I welcomed her, and the possible challenges. I learned about her condition (although I don't recall what it was at this time).
She had use of her arms and legs, but no control of much else, she was strapped into her motorized wheelchair. Her paraprofessional was very accommodating and changed her into dance clothes at the beginning of the semester (usually in the clinic for privacy). After a couple of weeks, we found this to be a cumbersome task. As a modification, having the correct dance shoes was considered as her dressing out. I helped her put them on.
That semester we studied tap and jazz dance. Our building supervisor modified a rolling office chair with a harness and lowered the seat so she could touch the floor with her tap shoes. I was trained on how to correctly move her from one chair to the other. She was able to demonstrate a rough difference between a shuffle and tap. In the dance routines, she was pushed by classmates to different formations.
Her paraprofessional helped her change backstage into the costumes for the performance. She the loved the experience. The audience was beyond supportive. |
6/9/2022
Topic:
Students With Disabilities
Lori Madl
|
Hillary Blythe Ure wrote:
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.
I recently had a hearing impaired student in my dance class. In general, I don't like to give instructions over the music, so yes, I pause the music for feedback and instructions. I also used eye contact and "thumbs up" with her/the class to verify she understood. Keep up the good work! |
6/16/2022
Topic:
Tools And Strategies
Lori Madl
|
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.
DA.68.O.1.4 Explain the order and purpose of a logical and healthful dance class.
Strategy 1:
I have used the Graphic Organizer - Sequence Chart - to help visually organize the order of ballet barre warm-up exercises. For students with certain learning disabilities, this helps them organize the order of the exercises and prepares them for the Ballet Barre Test at the end of the semester.
Each box houses the name of the (main) ballet exercise (i.e. plies or tendus), then the smaller boxes underneath contain the details of the exercise. In the instance of Plies, the lower boxes would contain positions, 1st, 2nd, 4th, 5th; the number of the action, 2 demi plies, 1 grand plie; and the stretches, stretch forward, to the barre, away from the barre, or cambre back).
The teacher models making the Sequence Chart under the Doc Camera while the students construct verbally and duplicate on their own paper. The teacher asks for students to recognize the exercises to fill in the boxes.
Strategy 2:
I have also used Centers/Cooperative Learning Groups for the same standard when providing warm-up and stretching exercises.
Visuals of 3 - 5 exercises are hung around the room. The visual also has written explanations of the stretch/exercises. For students who struggle understanding the exercise, the group can help demonstrate of the struggling student and encourage them to try it.
Students are divided into as many groups are there are exercises.
Students have an allotted amount of time be at each station, then will rotate to the next. This strategy can also include this standard:
DA.68.S.3.2Develop strength, stamina, flexibility, and range of motion through safe practices and knowledge of basic anatomy and physiology.
By including information about which muscle group is used/stretched in each particular exercise higher level students can begin to combine the knowledge of muscle groups and associated movement.
An even higher level for students would use the anatomy information as background knowledge to analyze what muscles are engaged in each exercise. Students could later write about this or present the information to the teacher/class.
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6/25/2022
Topic:
Assessment Of Learning
Lori Madl
|
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 have several ways I adapt assessments for my middle school dance classroom. However, these adaptations to my assessments for students for disabilities are also for all students in my classes to use if needed.
The adaptations are in regards to our dance vocabulary quizzes. The quizzes are on the Chromebook/Computer. One way I adapt the assessment is that I ask if there are any students who would prefer to have the quiz printed out on paper. This is usually an accommodation for at least one student in my class, so I open the option to anyone who needs it. Another way I help adapt the vocabulary quiz is I offer to orally pronounce any words a student is having difficulty recognizing, especially in ballet. The last way I adapt the vocabulary quizzes is to allow students to perform any step they need to during the quiz to assist in answering questions.
I have found these adaptations to be helpful for students to be able to show me what they understand about our class content. |