6/16/2021
Topic:
Tools And Strategies
Patricia E Kelley
|
I taught a recently graduated senior for 4 years who was diagnosed with dysgraphia. This made his handwriting very difficult to read and very frustrating for him when attempting to complete any hand written assignments.
The first technology he used was the video recording and camera applications on his smart phone. He recorded written board instructions, notes and visual diagrams with the video/photo application while other students recorded them in writing. In addition, all of this information was made accessible via the Canvas management system online for additional support.
The second technology he used was the word processing program on his laptop. This enabled him to transcribe his notes, complete written assignments and turn in weekly reflective progress logs. He also used spell check and grammar check applications. By using these technologies the student was able to complete assignments and meet the required class deadlines. |
6/16/2021
Topic:
Students With Disabilities
Patricia E Kelley
|
Recently I had 2 students who were diagnosed with diagnosed with Postural Orthostatic Tachycardia Syndrome (POTS). I was not familiar with this syndrome but learned that the students could experience light headedness, fainting and rapid heartbeat. For their protection, these students were not permitted to work in areas back stage alone. We always had them work with partners or teams. We also developed clear communication with those students. In that way, they could make us aware of oncoming symptoms and we could take the appropriate actions such as getting them in to a reclining position or getting medical help when necessary.
We also applied these protocols in class as well.
At times the symptoms were more severe and the students were not able to attend class in person. We utilized Canvas and Teams to allow them to access classwork remotely. During costume building phase, we also prepared supply kits that could be sent home so they could continue construction for productions and participate in class. |
6/16/2021
Topic:
Assessment of Learning
Patricia E Kelley
|
In our program, students are required to present an oral and visual semester portfolio review or jury of their technical theater work. A passing score on the jury is one determining factor on remaining in Magnet program. One of our students had a severe stuttering disability that was significantly increased with stress.
We accommodated him in several ways for this assessment. First, he was allowed to prepare his presentation using a PowerPoint presentation with visual and written descriptions of his work. This allowed him to not only present the material and learned knowledge but also demonstrate learned design principles in the layout of the slides. He was also permitted to use a printed agenda or notecards that included key principles and vocabulary which he could read and reference as the PowerPoint was presented. If during the presentation he became overwhelmed and the stuttering increased, he was given time to collect his thoughts and let us know that he was ready to continue. These accommodations worked and the student successfully passed his jury every semester. In additional to passing the jury from semester to semester, he increasingly gained confidence and relied less on the written prompts. |