1/31/2023
Topic:
Students With Disabilities
Stefanie Manning
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- Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
I teach Theatre and I see all students in our school. I have had students with all varying disabilities, but one that stands out to me was a girl in my 5th grade class who has Other Health Impairment (ADHD). She struggles with focusing in my class and has a difficult time learning her lines. In the past, I have given her scripts early so she can start learning them/reviewing them earlier, and I have voice-recorded myself reading her lines so she can listen to them to learn them rather than having to sit and read it. She usually excels with movement, so choreography is not a struggle, however during music review it becomes difficult for her to stay on task. |
2/1/2023
Topic:
Tools And Strategies
Stefanie Manning
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- 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 needs of a student with a disability.
Graphic organizers can be used in my classroom in many ways. Story maps can be used to help students who need visual representation outline the plot of a story. It can be especially helpful for students with processing delays or ADHD to organize their thoughts on paper. Semantic maps can be used for identifying elements of a drama, or for identifying different props within a play.
Another strategy I could implement into my classroom is mnemonic strategy. Letter or keyword mnemonic strategy can help students who have difficulty memorizing lines remember what comes/happens next. |
2/1/2023
Topic:
Assessment of Learning
Stefanie Manning
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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.
I had a student who had Speech Impairment and was unable to communicate effectively part of the time. Instead of having them read lines for an acting unit in my class, I had them write their lines for another student to read while I assessed their acting on their physical performance and facial/body expressions. |