Johnson,+BriAnna,+Inclusion+Strategies+in+Drama



Hi my name is BriAnna Johnson! I am from the Big Island of Hawaii and just moved here this past summer to get my Masters of Arts in Teaching. I previously attended the University of Hawaii at Hilo where I received my B.A. in Performing Arts: Drama. I have been involved with theatre since I was three years old and fell in love! I enjoy singing, dancing, acting, paddle boarding, and horse back riding! I tend to be shy around new people, but once you get to know me I am loud and can be a little crazy.

My goals are to become a fantastic high school drama teacher… eventually... but I am considering talking a year off after I finish school to pursue my ambitions of working in professional theatre (I at least have to try). Then I really want to teach abroad, so I can work with youth and travel all at the same time! Eventually I hope to settle into a position as a drama teacher with a fabulous theatre to work with. And during the summer I can be part of the community theatre plays!

My greatest fear about being a teacher is that I wont be able to answer all of my students questions… especially when it comes to technical theatre!! I want to give my students everything and for them to know I care and respect them.

When I first started high school I went to a private accelerated school where you graduate in three years instead of four and I started when I was supposed to be in eighth grade. The workload was really intense from the very beginning and I was having a hard time keeping up. I would go home crying to my mom because it was so challenging, especially the vocabulary tests, which we had every week. Thirty words, and we had to memorize the spelling, part of speech, and definition. I failed the first test! I had never failed anything!! My helped to realize that it would get better once I got used to it and now that I knew what to expect I could find a different way to study. I never gave up and I ended up doing really well at that school. In the future I want to give my students ever opportunity they need to succeed and to do the best they can. I realize that not everyone learns the same way, and different things are challenging for different people.

Through the class I hope to gain more knowledge and experience on how to be the best teacher I can be for students with disabilities and learn more strategies for handeling difficult situations. :D ** Inclusion Strategies in Drama ** "Imagination is more important than knowledge." - Albert Einstein

Theatre can be a fantastic place to include all students. Drama can provide a safe environment for students to learn and grow and have fun while doing so. As I plan to be a high school drama teacher finding more inclusion strategies for students with exceptionalities in my particular subject will be something I can use for my entire career. I believe that theatre is an essential part of every student’s education and I want to help my students to feel welcome, and that they are valued members of our classroom community.

TOP 5 Things I Learned: 1.) D rama is invaluable as a means for developing language skills, encouraging positive social interaction, increasing physical control, stimulating imaginations and teaching children how to listen and respond appropriately.

2.) “The very nature of educational drama, with its multitude of options and entry points, is inherently inclusive.” - Kronenberg and Blair

3.) Drama can be used to encourage effective and appropriate emotional responses in social interaction situations.

4.) VSA (Very Special Arts) is an organization that focuses on the inter-relationship between the arts and individuals with disabilities. Their goal is to provide arts education opportunities for people with disabilities and increase access to the arts for everyone.

5.) We should provide opportunities for students with disabilities to tutor other students – Students with disabilities are typically put in a position where they are receiving help or being tutored, leading to perceptions of academic inadequacy.

Resources: Rating - 5
 * 1. "VSA - Education - The John F. Kennedy Center for the Performing Arts." //The John F. Kennedy Center for the Performing Arts//. Web. **


 * . **

VSA is an international organization on arts and disability. Their goal is to provide arts education opportunities to people with disabilities and increase access to the arts for all. This is my top resource because I really appreciate what they are doing. They have so many great videos to watch and I could use them in my class to inspire my students in the future.

Rating - 5
 * 2. Glass, Don, et al. ****// The Contours of Inclusion: Inclusive Arts Teaching and Learning //**** . 2010. Print. **

“The purpose of this publication is to share models and case samples of the process of inclusive arts curriculum design and evaluation.”

Rating - 4
 * 3. Shaddock, Anthony, et al. //Students with disabilities in mainstream classroom//. Commonwealth of Australia. 2007. Web. [|http://www.dest.gov.au/NR/rdonlyres/D31133717E2C49FE8017] 8495030736BF/19755/InclusiveClassroomTeacherResourceFinal1.pdf **

Written for teachers who have, or are about to have, a student with a disability in their mainstream classroom. Provides suggestions for responding to diversity in the classroom. Based on research and school in Australia, so a few things are a little different in the U.S., but still a helpful resource.

Rating – 4
 * 4. http://www.deafwest.org/ **
 * 5. [] **

This video tells us all about Deaf West Theatre, the first professional resident Sign Language Theatre west of the Mississippi. “Deaf West Theatre (DWT) productions feature deaf and hearing actors joining onstage to tell stories in a seamless ballet of movement, American Sign Language (ASL) and spoken - or sung - English. In addition to offering deaf theatergoers unparalleled access to these cultural events, we greatly influence mainstream perspectives of the culture and ability of individuals who are deaf or hard of hearing. Recognized as the premiere sign language theater in the U.S., DWT consistently sets the standard of innovation for inclusive theatrical experiences of the highest quality.”

Rating – 4
 * 6. [] **

Digital resource for learning in, through, and about the arts. Lots of awesome videos, lessons, and articles for educators.

Rating – 3
 * 7. De La Cruz, Rey E., Lanny E. Morreau, and Ming-Con J. Lian. “The Effects of Creative Drama on Social and Oral Language Skills of Children with Learning Disabilities." //Youth Theatre Journal,// 12.1 (1998). Web. http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ607791&ERICExtSearch_SearchType_0=no&accno=EJ607791 **

Children with learning disabilities can improve and maintain oral and expressive language through a creative drama program.

Rating – 3
 * 8. Jindal-Snape, D & Vettraino, E. “Drama Techniques for the Enhancement of Social-Emotional Development in People with Special Needs: Review of Research.//” International Journal of Special Education//, 22.1 (2007) **

Rating – 3
 * 9. Bernstein, Bradley. “Becoming Involved: Spolin Theater Games in Classes for the Educationally Handicapped.” //Theory Into Practice; Summer,// 24.3 (1985). **

More than 200 games and exercises to encourage spontaneity, creativity, and interpersonal communication in group settings. ** Community Based Learning Project **
 * __Observation Notes:__**


 * Classroom**
 * o 10 students
 * o Majority of students are Caucasian and the remainder are Hispanic
 * o The goal in this classroom is to enhance the students reading and writing abilities in order to pass the state tests.
 * Students-**
 * o Jane Doe is a 10th grader who is loud and a bit of a “know it all.” She has been diagnosed as emotionally disturbed. Kind of immature and isolates herself from her peers.
 * o John Doe – He won’t sit still for more than 30 seconds according to his IEP He needs a lot of encouraging to sit in his seat and work on classroom assignments, he was diagnosed with autism.
 * Teacher**
 * o Teacher seems very close with both students
 * o Patient, and really listens to what students are saying
 * o Individualize teaching for each student – depending on what they need.
 * o Gave verbal encouragement
 * o Used a kinesthetic activity – role-playing to introduce new vocabulary words.


 * __Interview Notes:__**

Use co-teaching model in 2 language arts classrooms and 2 math classrooms. There are also instructional assistances that go into the general education classrooms if needed.
 * Do you use any team teaching? How do you support students on IEP’s in the general education classroom?**

Emotionally disturbed Autism Bipolar High stress
 * What exceptionalities do your students have?**

Around 120 students – 20%
 * How many students at this high school have an IEP?**

Colleagues call me the “behavior person” Speech methodology
 * Do you specialize in any particular area?**

1 or 2 periods, the rest general education. Place special education assistant in classroom with a high number of students with special needs.
 * How often are students in the special education classroom?**

Level system
 * How do you respond to challenging behaviors?**

Talk to other special education teachers. Step outside. Most frustrating – sometimes students come into public high school for the first time and have had little to no social experiences.
 * How do you handle frustration with students?**

Classroom rules/expectations on the board. Casual/relaxed – no seating charts, okay to get up and walk around.
 * How do you set up your classroom?**

Computers and some laptops. Don’t use too many videos.
 * What type of assistive technology is in your classroom?**

Teachers make adaptations in classrooms with help from special ed if needed. But teachers don’t change curriculum if on a regular diploma track.
 * Do you adapt the curriculum or is it adapted for you?**

A lot of phone calls and e-mails if students are having behavior problems or bad grades.
 * How do you contact/interact with parents, and how effective is it?**

Really like full inclusion for the most part. For the most part students with Down syndrome, and higher functioning students do really well in the general education classrooms. However, not for STEPS class.
 * What are your views on inclusion?**

Want students to do the best they can on state tests. Work on vocabulary words and have a weekly quiz. Do math assessment on computers.
 * How do you use assessment as a way to improve student learning?**

When students succeed by graduating. (most) Paperwork. (least)
 * What do you find most rewarding? Least rewarding?**


 * __Reflection:__**

Interviewing and observing this special education teacher at the high school was a very valuable experience for me as a future educator. I really appreciate getting to talk to other teachers at the high school and receiving different perspectives and learning other teaching strategies. Interviewing a special education teacher was exceptionally useful, as I feel that I am currently not prepared to teach students with severe exceptionalities. As I watched her work with her students I really valued how much she cared and how much she gave each student the time and attention they needed. During the interview she was excited to talk to us and share useful information and resources to better prepare us for the future.