ROBIN SHUGARS
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Coming to Sacramento proved to be challenging for him not only due to the cultural differences but also attempting to fit into a very diverse high school environment. Having significant cognitive needs and speech difficulties on top of learning English is quite a task to take on. I’ve seen Joseph apply himself, struggle, and give 110% to all his academics. Progress has been phenomenal. Without a doubt, Joseph is a strong auditory and kinesthetic learner. Having the opportunity for drumming with Mr. Goings allowed Joseph to shine. Mr. Goings’ enthusiasm and way with students was infectious and Joseph soon found a way to relax with the learning and pick up the routine quickly. Joseph excelled in watching Mr. Goings, listening to the rhythm, and demonstrating his learning by keeping impeccable time with his classmates. He thoroughly enjoyed himself and this experience has helped this shy, new student become part of the student body here at Luther Burbank. As a teacher, I am always searching for meaningful ways to tap into the unique learning styles of my students. I greatly appreciate what VSA offers to our students. Their contribution of their time and talents make a lasting impact on our students and opens up doors to new ways of learning. Thank you!
CATHY WETHERBEE
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KAYE KITZMILLER & MELISSA BELL
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Objectives for spring semester:
1) Expose students to different artists and have them create a sample of each artist’s artwork.
Our artist explained to the students each week exactly what they were going to be doing. She talked about the artist that made that particular art piece and the specific methods used to create the artwork. The students were able to come away with the understanding of why the artwork was being done in that specific way and what it took to create a similar piece of art.
2) Be able to follow directions and do artwork as directed.
Our artist was very good at breaking the art project into small, manageable steps so the students were able to create their art work successfully. She always had plenty of examples to show the students which helped them to see and understand what she was explaining. The students felt comfortable in raising their hands to ask questions and if necessary the steps were broken down more.
3) Have all students work cooperatively. It would be ideal to have regular education students helping special education students when needed.
There were several different times that each of us observed a regular education student assisting one of the special education students. The students were randomly sitting so that there was no distinction between them. They always had to share materials and supplies so there were opportunities for conversation in asking to use certain items. One of the last projects was done as a group project where a group of 4 students each created a design on the same large paper. This was very successful and enjoyed by all.
Our artist explained to the students each week exactly what they were going to be doing. She talked about the artist that made that particular art piece and the specific methods used to create the artwork. The students were able to come away with the understanding of why the artwork was being done in that specific way and what it took to create a similar piece of art.
2) Be able to follow directions and do artwork as directed.
Our artist was very good at breaking the art project into small, manageable steps so the students were able to create their art work successfully. She always had plenty of examples to show the students which helped them to see and understand what she was explaining. The students felt comfortable in raising their hands to ask questions and if necessary the steps were broken down more.
3) Have all students work cooperatively. It would be ideal to have regular education students helping special education students when needed.
There were several different times that each of us observed a regular education student assisting one of the special education students. The students were randomly sitting so that there was no distinction between them. They always had to share materials and supplies so there were opportunities for conversation in asking to use certain items. One of the last projects was done as a group project where a group of 4 students each created a design on the same large paper. This was very successful and enjoyed by all.
CATHY STIDGER & LESLIE STANTON
Special Education Teachers
John F. Kennedy High School
Artist: Sunny Eselelekhomhen – African Music & Dance
Our program for students with intellectual disabilities has participated in I Can Do That/Very Special Arts for over 10 years. Each year, our students have gained valuable skills and experiences, and this year was no exception. We worked with musician Sunny Eselelekhomhen on African drumming and dance. We had our students focus on three goals this year:
1) To feel more comfortable and confident performing/speaking in front of others. 2) To be able to work cooperatively with others in a group setting. 3) To plan, carry out, and complete short- and long-term projects. All 24 of our students have one or more IEP goals that include at least one of the above class goals. Our success rate was about 95% as a class. As we continued to rehearse, the students began to make the connection between working with others, practice, and follow-through. Their confidence grew as they worked together to create a performance. At both performances (the May 18th festival and the June 5th Zoo show) the students were rewarded by the support and cheers of their audience. I Can Do That/Very Special Arts is always a highlight of the school year for teachers, students, and families. Given the continued cuts in arts/music/drama in public schools, this program provides an invaluable opportunity for students to not only gain in-depth exposure and experience in the arts, but to feel the joy and pride that comes from sharing the results of their hard work with others. |
SUSAN WHALEY & MARGO FALLON
Special Education Teachers
CSUS Transition Program
Artist: Alice Twilla – Hip Hop
100% of our students gained from the VSA opportunity.
The growth of three students in particular stood out: Sara is a student who requires intense support and many times physical prompts to be successful. By the end of the semester, Sara was dancing her solo with a slight visual prompt. Ivan surprised us all. He usually requires complete guidance to navigate through the day, however, he learned the dance and could dance independently, needing no help or cues. One day when all the other students had gone home and we were waiting for his dad to pick him up, I put on his dance music and Ivan danced the entire dance perfectly, I couldn’t believe it, I would never have guessed that he could learn a complex set of moves and know the exact dance sequence. Tyler is a great dancer. This semester he worked as an assistant to the dance teacher at two schools. By the end of the semester, he was teaching dance to two additional classes on his own and according to those classroom teachers, was doing a fabulous job. |