6/14/2023
Topic:
Tools And Strategies
Sherilyn Bryan
|
My students with speech challenges use devices that they wear around their necks that have pictures and are organized by categories. They can press the buttons to speak for them. We continue to work on developing clear speech as it is an important part of the Drama curriculum, but using these devices can help to avoid frustration when the student is not able to make themselves understood. |
6/14/2023
Topic:
Students With Disabilities
Sherilyn Bryan
|
I had several students in my musical theatre class with intellectual disabilities. They were challenged with memorization and speech. We found that performances with physical movement worked to their strengths. We also found that working in a group and following along with others also worked to their strengths. Additional rehearsal and developing routines helped them to collaborate and perform with their group. |
6/14/2023
Topic:
Assessment of Learning
Sherilyn Bryan
|
Inclusion is very important to my students with disabilities therefore the adaptation to their assessment comes into the level of complexity and not the method of assessment. When roles in a classroom production are assigned we take into account the strengths of each student. I often find that their disability can become a strength or even superpower when on stage, particularly my students who are on the spectrum. Roles are assigned to highlight what each student is good at, while allowing them to practice the skills that may be more challenging. I would say scaffolding and support facilitation are the most useful assessment adaptations in my theatre classroom. Their summative assessment is their final performance. A paraprofessional may accompany some students on stage, if necessary. Or just be backstage to offer support when needed. |