7/30/2022
Topic:
Students With Disabilities
Kelly Rayl
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Abby is one of my high school dance students with Autism. She has a bubbly personality and a love for movement. She is eager to participate in class daily. I follow her IEP ,closely. Abby flourishes when the classroom routine is structured with consistence expectations. The dance class provides this for her and relieves stress. Although Abby enjoys listening to music, she has a sensitivity and trigger to certain sounds. This causes her discomfort. So, I created a safe, quiet space for Abby when she begins to feel overwhelmed and uncomfortable. |
8/1/2022
Topic:
Tools And Strategies
Kelly Rayl
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Tiered lessons and task analysis are two strategies presented in this training I will utilizes in my classroom. Making slight adjustments within the same lesson using Cubing so students at different levels of readiness are challenged. Additionally, it gives students an opportunity to apply information in new ways to maximize achievement. The prompts will range from concrete to abstract. Task Analysis is another strategy that will be implemented. Breaking down complex movement sequences into a sequence of smaller steps or actions is needed daily. This strategy is particularly helpful for students in my choreography class when they peer teach choreographic studies. All students benefit including students who may need additional support remembering sequencing. |
8/1/2022
Topic:
Assessment of Learning
Kelly Rayl
|
A student with a Specific Learning Disability can benefit from having appropriate accommodations in place when writing about dance in varied cultures and documenting its social and political impact. Dictionaries and thesauruses use helps the student with word choice when writing and graphic organizers/outlines to organize information into patterns helps student focus on the topic and related content. |