you may use this url to access a detailed agenda and resources for this workshop
TRANSCRIPT
You may use this URL to access a detailed agenda and resources for this workshop
http://tinyurl.com/p9p592p
JAEHN CLARE, MA
Wolf Trap Teaching Artist
Institute for Educators and Teaching Artists
Alliance Theatre, Atlanta, GA
B.A. Theatre ArtsUniversity of MN
M.A. Dramatic LiteratureUniversity of Essex
presented by ARTS ACCESS
ARTS FOR
ALLNOVEMBER 6, 2013
ASHEVILLE, NC
Jaehn has more than 35 years of experience as an actor, director, producer, playwright, touring artist, teaching artist and arts administrator, and she has more than 33 years of experience as an artist with a disability.
WORKSHOP AGENDAWELCOME & INTRODUCTION
OVERVIEW & WARM-UPUNIVERSAL DESIGN for LEARNING
BREAK 11:30 AM
INCLUSIVE STRATEGIESLUNCH 12:30 - 1:30 PM
CURRICULUM CONNECTIONSBREAK OUT SESSIONS by Artistic Discipline
BREAK 3:45 PM
WRAPPING IT UPReflection
Next Steps: Resources, Referrals & SupportsClosing Circle
Responses THE END = 5 PM
You may use this URL to access a detailed agenda and resources for this workshop
http://tinyurl.com/p9p592p
Participants will be able to …
Identify one or more inclusive strategies or adaptations that will enhance your arts education toolkit.
Comfortably and competently adapt your teaching artistry practice to address all students' learning
effectively.
GOAL of the WORKSHOP
To provide functional and realistic strategies that may be immediately applied in your teaching artistry.
CROSS THE ROOM
“Cross theroom if …“
K … W
• What do you KNOW about disability … access … inclusion?
• What do you WANT to know about disability … access … inclusion?
I learned this from Eric Booth, Master Teaching Artist
“The Zone ofMaximum Engagement”
… is a dynamic relationship between
ANXIETY & BOREDOM from the book FLOW, by Mihály Csíkszentmihályi
As we go through today,
please notice the flow of your own
anxiety & boredom ~ and notice
options and opportunities.
A conceptual framework offering multiple flexible options for
UNIVERSAL DESIGN FOR LEARNING
ENGAGEMENT
ACTION & EXPRESSI
ONREPRESENTATI
ON
UDL Guidelines – Educator Worksheet - v. 2
I. Provide Multiple Means of Representation: Your notes
1. Provide options for perception
1.1 Offer ways of customizing the display of information
1.2 Offer alternatives for auditory information
1.3 Offer alternatives for visual information
1. Provide options for language, mathematical expressions, and symbols
2.1 Clarify vocabulary and symbols
2.2 Clarify syntax and structure
2.3Support decoding of text, mathematical notation, and symbols
2.4 Promote understanding across language
2.5 Illustrate through multiple media
1. Provide options for comprehension
3.1 Activate or supply background knowledge
3.2Highlight patterns, critical features, big ideas, and relationships
3.3Guide information processing, visualization, and manipulation
3.4 Maximize transfer and generalization
II. Provide Multiple Means for Action and Expression: Your notes
1. Provide options for physical action
4.1 Vary the methods for response and navigation
4.2 Optimize access to tools and assistive technologies
1. Provide options for expression and communication
5.1 Use multiple media for communication
5.2 Use multiple tools for construction and composition
5.3Build fluencies with graduated levels of support for practice and performance
1. Provide options for executive functions
6.1 Guide appropriate goal setting
6.2 Support planning and strategy development
6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress
III. Provide Multiple Means for Engagement: Your notes
1. Provide options for recruiting interest
7.1 Optimize individual choice and autonomy
7.2 Optimize relevance, value, and authenticity
7.3 Minimize threats and distractions
1. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives
8.2 Vary demands and resources to optimize challenge
8.3 Foster collaboration and community
8.4 Increase mastery-oriented feedback
1. Provide options for self-regulation
9.1Promote expectations and beliefs that optimize motivation
9.2 Facilitate personal coping skills and strategies
9.3 Develop self-assessment and reflection
© CAST 2011
UDL GuidelinesEducator
Worksheet v-2
Digging Deeper into UDL
Which of these do you already do in
your teaching artistry?
Digging Deeper into UDL
How could one or more of these options help you
address a barrier or challenge to student
participation and inclusion?
Digging Deeper into UDLChoose ONE :
What did you see/hear in the previous small group rounds?
What do you think about it?[what you saw/heard]
What do you wonder about now?
C A S Thttp://cast.org/udl/
http://www.udlcenter.org/implementation/examples
“The Intersection of Arts Education and Special Education: Exemplary Programs and
Approaches” produced by The John F. Kennedy Center for the Performing Arts
© 2012 search online to download the PDF
BIO ~ BREAK
10 MINUTES
PEOPLE FIRST LANGUAGE
“The Disabled”
“Disabled” is NOT a noun ( It is an adjective )
The person before the disability
Multiple resources are available
COMMUNICATION PRACTICES Engage teachers, para-professionals, parents …
AND …
student(s) themselves ~ ask the student for adaptation strategies;
enlist all students as experts in creating shared/inclusive/accessible learning
“Nothing about us without us.”
LOWEST LEVELS OF INTERVENTION
A process of progressive steps
Hand beneath handrather than hand-over-hand
Minimum assistance that fosters maximum independence
So…
What if we stop saying, “But she can’t walk!”
and we notice what she CAN do think … feel … smile … imagine … create …
What is the value of inclusion?WHY / Does this matter?
What if we take the DIS- out of “disability”?
A cautionary note:Sensory overload can have a negative
impact on learners and learning.
Some types of disabilities are exacerbated by sensory overload.
It is important for us to be well-informed about disability and inclusion practices in
our teaching artistry.
PLANNING, PROTOCOLS & PROCESS
Consider …
? What are the particular needs of the learners you will be teaching?
? What are the issues we need to discuss with school personnel ~ and who are they?
? What do we NOT need to know; i.e., we do not get to see/read IEPs
? How do we plan for a lesson, and yet remain ready to adapt and respond to the needs of the learners?
? How do we best utilize support(s) in the classroom?
? How can we improve our practice in this work?
Lunch
12:30 ~ 1:30 PM
CONNECTIONSLooking at curriculum
goals through the lens of
Exceptional Children &
IndividualEducation
Plans
CURRICULUM
ARTS = THE UNIVERSAL ACCOMMODATOR by Chris Larson / Behavior Support Liaison, Student Nurturing Team Facilitator
ArtSpace Charter School
Success looks different for each student
© 2013 Chris Larson
© 2013 Chris Larson
Gaining Access to the Arts4 PILLARS OF ACADEMIC
ACCESS
• Student accommodations
• Environmental modifications
• Curricular adaptations
• Teacher considerations
Always be yourself, express yourself, have faith in yourself, do not go out and look for a successful personality and duplicate it. “ ~ Bruce Lee
Student Accommodations• Scaffolding previous experiences
– Art for arts sake– Teaching core concepts
• Behavior needs vs. accessibility
• Pre-stimulus reduction– Sensory centers– Anticipated expectations
• Demonstrating understanding
© 2013 Chris Larson
Environmental modifications
• Preferential seating• Noise reduction
– Paraverbal communication– Nonverbal cues– Headphones
• Flexibility
© 2013 Chris Larson
Curricular Adaptations
• Expectations for completed work– What will it look like for my students?
• Vertical alignment
• Chunking standards
© 2013 Chris Larson
Teacher Considerations
• Process vs. product• Consider Emotional Intelligence• Rubrics – blueprints for success• Reflection (Individual, Group …)
– Reflect, acknowledge, adjust– Celebrate failure
• Collaboration is key
© 2013 Chris Larson
Student indentified as Academically Gifted Student on the Autism Spectrum*Interventions should be based on functional analysis of students
behavior*
Student identified with a Specific Learning Disability
Student with Sensory Integration considerations
StudentEnvironment
Teacher Curriculum
Student’s needs in order to access their
learning
Curriculum
EnvironmentStudent
Teacher
Student’s needs in order to access their
learning
StudentStudent
Student’s needs in order to access their
learning
Student’s needs in order to access their
learning
Teacher Teacher Curriculum
EnvironmentEnvironment
© 2013 Chris Larson
Curriculum
BREAK
GROUPS
OUT
How can ideas and strategies shared today enhance your existing lesson plans ~
make them more inclusive of learners with disabilities?
What else do you need to know, have, or do to move your work forward?
Share Lesson Plans & Ideas
3:45 PMBREAK
COOKIES & BEVERAGESBIO~ BREAK
Reflection: L & SWhat did you LEARN today?
What do you STILL want to know?
NEXT STEPSBETSY LUDWIG / Arts Access
ResourcesReferralsSupports
RESPONSESPlease take a few moments to
complete the evaluation survey …
Thank You for your participation and
feedback !
