sponsored by presented by a rts a ccess, i nc. specials thanks: b etsy l udwig b arbara o lson
TRANSCRIPT
sponsored by presented by
ARTS ACCESS, INC.
Specials Thanks:
BETSY LUDWIG BARBARA OLSON
ARTS FOR ALLIncluding School-Age Children with Disabilities
in Arts Education
Wilmington, NCMARCH 29, 2014
Access & Inclusion Trainer & Consultant
Wolf Trap Teaching Artist
Theatre Artist
Arts Administrator
B.A. Theatre ArtsUniversity of MN M.A. Dramatic Literature University of Essex
JAEHN CLARE, MA
Jaehn has more than 35 years of experience as an actor, director, producer, playwright, touring artist, teaching artist and arts administrator, and more than 33 years of experience as an artist with a disability … 298,000+ hours.
WORKSHOP AGENDA
WELCOME & INTRODUCTION OVERVIEW & WARM-UP
UNIVERSAL DESIGN for LEARNINGBREAK
INCLUSIVE STRATEGIES
LUNCH 12:30 – 1:30 PM
POSITIVE DISCIPLINE with Deb Shoemaker
CHOICE OF SESSIONS & BREAK OUT GROUPS
WRAP UP: Reflection * What’s Next * A Closing Circle * Response Forms
To provide functional and realistic strategies that may be immediately applied in your
teaching / artistry.
PURPOSE of the WORKSHOP
GOALsParticipants will be able to …Identify at least one adaptation to make in support of your work withstudents labeled with Special Needs.
Begin to explore how these strategies will help you reach all of your students.
NAME TOSSPURPOSE:Establishing shared space; learning names of participants; assessing student behaviors and capacities; building ensemble skills. [eye contact; listening; following directions; collaborating to achieve a group goal; focus & concentration] STEP 1: “We need to be able to make eye contact w/ each other.”
STEP 2: Going around the circle, each person speaks their name quite audibly so all can hear each others’ [first] names.
STEP 3: “We begin with one object; we will create a sequence of tossing the object from one to the next.”; begin by making eye contact with someone across the circle from you; RECEIVE eye contact from them; say their name; when ready to receive, say “YO”; toss the object to them.
STEP 4: Continue around the circle until each Player has tossed and caught the object; it returns finally to the Facilitator.
STEP 5: Review the sequence, verbally. “I tossed it to Alice, who tossed it to Zeke, who …”
STEP 6: “Now we add The Twist ~ and more objects. We use the same sequence we just set; remember who tossed it you, and who you toss it to, when they say ‘YO’ as your cue…”
“We need to create a circle that includes all of us.”
Details are provided in the Activity Sheet, in your packet.
K … W
• What do you KNOW about disability … access … inclusion?
• What do you WANT to know about it ?
A conceptual framework offering multiple flexible options for
UNIVERSAL DESIGN FOR LEARNING
ENGAGEMENT
ACTION & EXPRESSION
REPRESENTATION
CROSS THE ROOM
“Cross theroom if …“
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.
Please also notice opportunities for making choices -
options.
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
2.3 Support 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
3.2 Highlight patterns, critical features, big ideas, and relationships
3.3 Guide 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
5.3 Build 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
9.1 Promote 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 lessons?
SOCIOMETRIC
Boredom
Anxiety
Where are you in your engagement zone right now?
Digging Deeper into UDL
How could one of these options help you address a
barrier or challenge to student participation and
inclusion?
Digging Deeper into UDL
How could this framework CONNECT with your instruction?
How could it EXPANDyour teaching?
How could it challenge YOU ?
BIO ~ BREAK
10MINUTES
C A S Thttp://cast.org/udl/
watch an introductory video
THE INTERSECTION OF ARTS EDUCATIONAND SPECIAL EDUCATION:
Exemplary Programs and Approaches
produced by The John F. Kennedy Center for the Performing Arts
© 2012 search online to download the PDF
INCLUSIVE STRATEGIESPERSON FIRST LANGUAGE
INCLUSIVE COMMUNICATION PRACTICES
LOWEST LEVELS OF INTERVENTION
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 your
shared, inclusive, accessiblelearning community.
“Nothing about us without us.”
A progressive process
Hand beneath handan alternative to hand-over-hand
Minimum assistance that fosters maximum independence
LOWEST LEVELS OF INTERVENTION
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”?
RECAPUDL
ANXIETY…BOREDOMINCLUSIVE STRATEGIES:
PERSON FIRST LANGUAGECOMMUNICATION PRACTICES
LOWEST LEVELS OF INTERVENTION
VALUE OF INCLUSION
LUNCH
12:30 ~ 1:30 PM
Work with the willing. ~ Russell Granet
Be the Thing. ~ Eric Booth
80%of what we teach is
WHO we are.
~ Eric Booth
Return @ 1:30 PM
POSITIVE DISCIPLINE: 1:30 PM
SUPPORTING & TEACHING STUDENTS WITHBEHAVIOR & EMOTIONAL CHALLENGES
Deb Shoemaker
Choice of Sessions:2:30 to 3:30 PM
INFO & RESOURCES ON SPECIFIC DISABILITIES
CURRICULUM CONNECTIONS
or
BREAK
BREAK GROUPS
OUT
Drama/Dance with Jaehn
Music with Barbara
Writing with Betsy & Catherine
Visual Art with Brandon
3:40 – 4:15 PM
How can strategies shared today enhance your existing lessons …
allowing your work to include more learners with diverse dis/abilities?
What else do you need to know, have, or do to expand the
inclusiveness of your work?
Reflection: L & SWhat did you LEARN today?
What do you STILL want
to know?
WHAT’S NEXT:
Resources
Supports
Clap A Round
a closing circle …
RESPONSESPlease take a few moments to
share your responses …
Thank You for your participation &
feedback !
