7/8/2019
Topic:
Assessment of Learning
Kathleen Sterwerf-Jackson
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I co-teach with the theatre teacher who has deaf and hard of hearing students in her classroom. An assessment of performance art using Spoken Word structures was required of all students. One student identified as profoundly deaf and used American Sign Language as their primary language of communication. Due to nature of the project, this particular student was not able to demonstrate the prosody and rhythm structures required for a Spoken Word performance using Spoken English. In working with the teacher, the student and I suggested that the student be allowed to perform an ASL Visual Vernacular Deaf Rap storytelling which allowed for creating the same expected content found in English poetry, with the exception that it was performed using ASL, Visual Vernacular Structures, and prosody that supported ASL linguistics in lue of using spoken English. In the summative assessment report, the theatre teacher was able to identify that the English structures and performance criteria needed was indeed present and also discovered that this particular student's final project was much more sophisticated both in language use and performance than any of the other students in the class. Although it was a summative assessment project, it also included quite a bit of incidental learning for the theatre teacher and the other students in the class who learned to appreciate an alternative way to perform Spoken Word. |
7/8/2019
Topic:
Tools and Strategies
Kathleen Sterwerf-Jackson
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Students in Fine Arts classes who identify as students with significant hearing loss have benefited from using the Google Slides open course live captioning software. When new concepts in an advanced ceramics class were being taught, my student with hearing loss was able to open an iPad and begin a new google slides presentation activating the open source live stream closed captioning feature. As I demonstrated the new clay technique the student was able to follow along within the group by viewing the closed captioning and watching the pottery wheel at the same time. |
7/8/2019
Topic:
Students With Disabilities
Kathleen Sterwerf-Jackson
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Coteaching with an art teacher. Our student identifies as a student with profound hearing loss and intellectual disabilities. There is an ASL interpreter in the classroom that facilitates communication. This particular student demonstrates some impulse control when he is highly excited or engaged in an art project which can cause him to become off task and not complete his work. Coming to art class is highly motivational for him so in order for him to find success we have established a charting procedure that allows the student to follow the daily routine of entering class, collecting the appropriate art tools, and getting organized for the lesson. For each task the student completes he checks off his responsibilities on his task chart. The task chart assists the student to remain focused in class and complete each stage of his project without having any major behavioral incidents in class. Using the task completion chart also allows for the student to gage getting his projects and assignments turned in on time or to know when to request extended time or help. |