8/18/2020
Topic:
Students With Disabilities
Christina Goodin
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I teach High School Theatre. Last year, I had a student who was visually impaired. the student had a hard time reading any documents with font sizes smaller than 20 pt font. The student wore glasses, but reading off the board or small print (textbook) was very difficult for them. I accommodated their learning by providing handouts to the student that was displayed in 24pt font and was double-spaced in order to stop words from blurring together. They sat at the front of the room closest to my desk and I would provide a hard copy of anything I projected on the board would stop by and point on the paper where we were to keep them on board with the rest of the class. I would also take time each day to go over material one-on-one to check for understanding. |
8/18/2020
Topic:
Tools And Strategies
Christina Goodin
|
One way I have used technology to meet the needs of a student with disabilities in my classroom is through the use of Flipgrid. Flipgrid can be used from any computer with a webcam, or even a cell phone. Instead of having students perform in front of the class, students were able to record their performance to post on Flipgrid. This assisted my student with a disability because it allowed them to have time. They could record their clip as many times as they needed to be comfortable with their performance without feeling embarrassed in front of their peers. The software allows students to edit their recording and redo as much as needed. This provides time, technology practice, and rehearsal for students who need more processing time in class. |
8/19/2020
Topic:
Assessment of Learning
Christina Goodin
|
Last year, I had multiple students with ADHD in my course. One student in particular had a really hard time sitting for tests, as they were easily distracted and had a hard time staying quiet. For this child, I turned his test into an oral test. During lunch, he came in and I would rad him the questions and then ask him to explain to me his response. After he told me what he thought, I would read the options and allow him to make his selection. This technique worked well because it gave him the chance to show me his knowledge. During the test for everyone else, I had him sit away from others and work on a hands-on project so he could keep his mind and hands busy without stressing over the test.
Another option I gave students was the choice of performance. When we did our Shakespeare unit, students were asked to perform a creative choice on presenting facts about Shakespeare to their class. My student with ADHD also happened to like rap, so he wrote a rap about Shakespeare and got to perform it for his peers. Through his efforts, it was obvious what he learned and his classmates also really appreciated his enthusiasm. This choice allowed him to use his energy and passion to convey his knowledge. |