7/8/2022
Topic:
Students With Disabilities
Becky Pusta
|
I had a highly intelligent student on the autism spectrum who was a an incredibly gifted musician (perfect pitch, synesthesia, played by ear & composed beautifully on the piano). She was a highly regarded artist, however, in Acting Class, she struggled with group and ensemble activities. She wasn't used to things not being automatic or easy and was regularly frustrated and often frustrating for ensemble mates. The challenge for all of us was finding verbiage that would allow her to look at the challenges in a positive way--as if it was a success. We focused on turning the idea of every struggle as an opportunity to grow into an even stronger artist--every challenge as and attempt to learn even more. And I found when I could relate things to her musical ability or to look for the musicality in the work, she felt more confident with made the ensemble work easier and more successful for everyone. She eventually became comfortable with the struggle and even enjoyed it. I believe she developed useful life skills and her ensemble mates grew from the experiences a well. |
7/8/2022
Topic:
Tools And Strategies
Becky Pusta
|
- 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 who was unable to perform monologues by himself. He was successful in ensemble work but much too uncomfortable to present the monologue work he was rehearsing in front of me and his classmates. I had him come after school and record himself performing his monologue on his phone, using my tripod and cell phone attachment, in the performance space while I stayed off stage. He then allowed me to give him feedback (positive & constructive) so he could continue to work for a second performance. Eventually, after recording a second performance the same way, he allowed his classmates to watch his final performance on their individual phones, and appreciated and enjoyed their feedback, both positive & constructive. This helped improve his comfort level ensemble work as well. |
7/8/2022
Topic:
Assessment of Learning
Becky Pusta
|
- 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 recently mentioned a student on the Autism spectrum who struggled to perform monologues. While shortening the amount of material he needed to memorize for that performance, I also gave him a word bank for a theatre terminology crossword puzzle that I created and generally give at the end of the first term of the second year of Acting--thus it's terminology from all we have covered to date. He was also given extended time to complete the work (as offered on his IEP but not always used by the student). While he didn't complete the puzzle, I verbally quizzed him on what was not complete and what he didn't know, I was able to reintroduce. |