6/10/2022
Topic:
Students With Disabilities
Steven Tuley
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I had a student in my Theatre 1 class, I'll call him John, who has cerebral palsy. He was confined to a wheelchair, had understandable speaking skills, but had great difficulty writing. My class was his only GenEd class each day. He had an ESE aid who brought him to class and helped him in taking and studying notes. I had to physically organize my classroom to accommodate his wheelchair, but I already had a ramp access to the right side of my stage. He was a very excited and eager student. He was known and well-liked by many of the students in the class, so when it came time for group assignments I paired him with peers that I thought would be patient and help him. I provided him with large print script materials, and gave him smaller parts so that he could be successful at memorization. He was able to move himself in his wheelchair, but I still gave him roles that might have more limited movement. He and his parents were very proud when he played a part in the end of the year show for parents. He was excited enough to enroll in Theatre 2 the next year. This was his senior year, so ESE was trying to give him more independence. He did not come to class with an ESE aid the second year, but I continued to provide him with the kind of note assistance his aid had provided the year before. He had to navigate his chair across campus by himself. He continued to play roles in plays, and has remained in contact with me even after his graduation. |
6/10/2022
Topic:
Assessment of Learning
Steven Tuley
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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 a Theatre 1 class, I had a student I will call John who has cerebral palsy. He was in a wheelchair, had good spoken communication skills, but had unintelligible writing skills. He was somewhat versed in the use of his laptop. When it came time for a written test, I would tell John not to come to class that day, to use my class time for his Learning Strategies class time (basically ESE study hall), and I would come and give him an oral test during my planning period. I could have put his test onto his computer, or at least had him answer on computer as someone read him questions, but my class was his only GenEd class each day, and I wanted him to not miss some kind of personal interaction, even if just with me. |
6/10/2022
Topic:
Tools And Strategies
Steven Tuley
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- 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 had a student on the Autism Spectrum in a Theatre 1 class. She was terribly reluctant to be socially interactive, which in a Theatre class is challenging. But she loved to be researching things on her laptop. So when group assignments came around, I would try to put her in a group where her main group role could be done on her computer. I would have her research background on plays and playwrights, original productions, etc. She was a whiz at powerpoint. She had no problem presenting her research in front of the whole class, she just couldn't carry on a conversation with them.
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