1/20/2021
Topic:
Students With Disabilities
Kelly Foreman
|
I had one student with a hearing impairment. As she had been living with the impairment for years she had she was comfortable talking about it and asking for clarity. Occasionally she did feel the need to follow up and confirm something or ask for clarity. In order to best ensure she was understanding instruction I had her sitting close to where I'd give instruction and project written instructions as well. Additionally having students team up was always helpful. |
2/9/2021
Topic:
Tools and Strategies
Kelly Foreman
|
I've got a few students who are diagnosed with ADHD, and I generally use technology to repeat and slightly vary the way I give instruction. For instance I'll share my screen and directly demonstrate a process, provide a step by step breakdown, and also provide a recorded tutorial(s) that they can review later. I use screencast-omatic to record my tutorials and will break up a project into smaller stages. |
2/12/2021
Topic:
Assessment of Learning
Kelly Foreman
|
Re describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
For students who are diagnosed as ADHD it has been common that turning in assignments has been an issue. I've found it helpful to apply varied methods for summative assessments. Typically I incorporate a self-evaluation in which students are asked to reflect and respond to prompts related to project objectives. Additionally, I may alternatively do the same type of thing in an informal critique allowing for students to articulate the same concepts verbally. And in some cases allowing for extended time I may take a few minutes to do a short one on one interview to assess progress vs an entirely completed product. |