5/4/2021
Topic:
Tools and Strategies
jacob merrett
|
2. I have allowed several students with autism and ADHD to use their phones, tablets, or laptops to record lessons for review later, and now incorporate this strategy into much of my instruction on my own, so that I can effectively preempt those students' need to do it by themselves and provide the resource to all students. I've also used cameras of varying types to project myself in a larger image on the smartboard, e.g. an elmo doc cam over the keyboard so students can see my fingers, the computer camera zoomed in on my left hand for guitar, etc. This helps students with visual impairments. |
5/4/2021
Topic:
Assessment of Learning
jacob merrett
|
option 1. I've had students with a number of injuries, physical impairments, and orthopedic impairments, and there are many creative ways to keep them involved in the course. One student with a broken arm played his keyboard part with just his thumb sticking out of his cast - against my recommendations - but played better than several other students who had no impairment. A common one is right hand injuries in a guitar class, where I instruct students to play just the left hand part (the more important part when first beginning guitar) so that they can still participate. Some even copy the student from keyboard class and stick out their thumb to strum. I grant full points when these accommodations are necessary. |
5/4/2021
Topic:
Students with Disabilities
jacob merrett
|
I had a student who was legally blind, but could see alright with glasses. Of course I sat this student near the front of the room and made sure to project anything at a larger size than usual. I also implemented a process for the entire class in which, before writing anything on written work, students read the paper in its entirety and ask any clarifying questions ahead of time. This gave that student the opportunity to be accommodated without being singled out, which he appreciated. |