7/8/2019
Topic:
Students With Disabilities
Teresa Zemaitis
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I had a student with cerebral palsy. She was highly intelligent but her physical disability was great. When I had the class doing hands on projects, I would scan documents and email them to her so that she could edit/manipulate them on her computer and then upload them to the grade book for credit (of course, with additional time to do so). |
7/8/2019
Topic:
Students With Disabilities
Teresa Zemaitis
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- Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
| I had a student with cerebral palsy. She was highly intelligent but her physical disability was great. When I had the class doing hands on projects, I would scan documents and email them to her so that she could edit/manipulate them on her computer and then upload them to the grade book for credit (of course, with additional time to do so). More specifically, the class was creating black out poems where they take an existing text (a page ripped out of a book - don't worry, I went dumpster diving through the library's recycle bin) and they "black out" with markers words they don't want to leave words that will create a new poem that is different from the original content on the page. My girl with cerebral palsy simply cannot hold a marker to cross out words - let alone be creative with the marker to draw a picture of any kind with those lines. So I scanned pages for her and sent them to her as a .jpeg file so that she use a photo editing program to complete the assignment. Same exact assignment just completed a different way. |
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7/8/2019
Topic:
Students With Disabilities
Teresa Zemaitis
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- At the end of unit, I asked students to complete a graphic organizer to demonstrate their understanding of the content. A girl who had ADHD and could become very disruptive did not want to do the assignment. I recognized it was not active enough for her. I asked her what she had in mind. She wanted to perform a rap song. I agreed with the stipulation that the song had to be planned and hit all the same points that would have appeared on the graphic organizer. She was so excited to write and perform the song for the class that she did not realize she did way more work than everyone else. (That same girl is now a Master Drill Sergeant in the U.S. Army!)
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7/9/2019
Topic:
Assessment of Learning
Teresa Zemaitis
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I have an autistic student who was in my yearbook class and expressed an interest in photography. She requested some photo assignments last year. Shooting team photos can be a bit chaotic and I was worried that it would make her nervous. I always send a new photographer with an experienced photographer the first time out, but in this case, I went along as well. I wanted to demonstrate the best way to keep the event organized and how to deal with athletes who can sometimes be silly and give the photographer a hard time. Jane’s ticks were strong at the beginning of the event, but after getting more comfortable she had taken control and was telling the athletes where to stand and how to pose. Afterwards, she said it was fun and requested another similar assignment. |