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Texas
public schools are responsible for helping all students develop
to their full potential. The content and structure of theatre
curricula naturally provides opportunities to involve all
students in the learning process, regardless of their language,
cultural background, disabilities, or familiarity with course
content. Theatre classes can be designed to recognize and
utilize students' abilities, rather than emphasize their disabilities.
Teachers can modify instructional methods, pacing, and materials
to meet the individual needs of their students.
Special
Education
Teachers
of students receiving special education services should participate
in the development of each student’s Individualized Educational
Plan (IEP) and take part in students' Admission, Review, and
Dismissal (ARD) committee meetings. Getting involved in IEP
and ARD consultations gives theatre teachers opportunities
to share a student's progress and achievements with parents
and other educators. The following considerations and classroom
strategies are provided to help theatre teachers unaccustomed
to modifying their instruction for special education students:
- Students
who receive special education services are not a homogeneous
group. Each individual has unique strengths, needs, and
interests.
- Despite
the presence of disabilities, all students can learn skills
in theatre classes that enable him or her to participate
more fully in school, recreation, and career preparation.
- Students
with severe disabilities require the greatest support and
individual attention. Support may be provided by special
education teachers, interpreters, mobility instructors,
or instructional aides in the context of the class.
- Students
with moderate disabilities may need to have materials and
activities adapted to meet their individual strengths and
needs.
- Some
students may have disabilities that require only slight
modifications in the classroom--such as special seating
or assistance with reading.
Adapting
teaching methods/materials to individuals
Some
theatre educators may be daunted by the challenge of teaching
a classroom of students with diverse, individual needs. The
following suggestions should help teachers establish the full
participation of every learner.
- Align
the content with the developmental level of the learner.
- Give
instructions through several modalities (e.g., visual and
aural).
- Summarize
key content points before moving to new topics.
- Ask
leading questions to encourage self-assessment as work progresses.
- Establish
a buddy system to assist students with disabilities and
to allow them to help others.
- Assign
appropriate roles for cooperative learning activities.
- Use
adaptive devices and technology.
- Provide
directions, scripts, and textbooks on tape or in braille
or large print as necessary.
- Adjust
pacing and time requirements for work completion.
- Allow
students to demonstrate proficiency using their best means
of expression.
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