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In Conversation
In Conversation
When talking with someone who has a disability, speak directly to that person rather than through a companion.
Relax. Don't be embarrassed if common expressions are used, such as "see you later", that seems to relate to the person's disability.
To get the attention of a person who has a hearing disability, simply tap the person on the shoulder or wave your hand. Look directly at the person and speak clearly, slowly, and expressively to establish if the person can read lips, though not all persons with hearing impairments can lip-read. Those who do will rely on facial expressions and other body language to help in understanding. Show consideration by standing facing the light source and keeping hands and food away from the mouth when speaking. Shouting won't help, but written notes will.
When talking with a person in a wheelchair for more than a few minutes, sit eye level with the wheelchair user when possible.
When greeting a person with a severe loss of vision, always self-identify and identify other persons who are present. Speak in a normal tone of voice, indicate when movement from one place to another is made, and let it be known when the conversation is at an end.
Give mindful attention when talking to a person who has difficulty speaking. Keep the manner encouraging rather than correcting, be patient rather than speak for the person. When necessary, ask short questions that require short answers or a nod or shake of the head. Do not pretend to understand if having difficulty doing so. Repeat what is understood, and the person's reaction will be a clue in and guide to understanding.
Allow the student the same anonymity as other students. Avoid pointing out the student or the alternative arrangements to the the class.
When a student has a Service Animal, it is important to understand that it is a working animal rather than a pet. The animal should be left alone unless the student states otherwise. Similarly, a wheelchair should be considered to be a part of a person's physical space, and treated with respect.
Courtesies for Physical Disabilities
Courtesies for Physical Disabilities
When giving directions to a person in a wheelchair, consider distance, weather conditions, and physical obstacles such as stairs, curbs, and steep hills.
When directing a person with a visual impairment, use specifics such as "turn left in a hundred feet" or "make a right in two yards".
Be considerate of the extra time it might take for a person with a disability to get things done or said. Let the person set the pace in walking and talking.
When planning events involving persons with disabilities, consider their needs ahead of time.
If an insurmountable barrier exists, let the student know about it prior to the event.
General Considerations
General Considerations
Students with disabilities are entitled to the courtesies extended to anyone, including personal privacy.
Please do not assume a person with a disability needs your help; ask before doing.
If assistance is offered and the person declines, please do not insist on helping. If the person accepts, ask how best to help and follow directions.
Avoid words and actions that suggest person should be treated differently. For example, it is appropriate to ask a person in a wheelchair to go for a walk.
Please do not lean or hang on someone's wheelchair. Wheelchairs are considered an extension of personal space for people who use them.
Treat adults as adults. Call a person by his/her first name only when extending this familiarity to everyone present.
Guidelines for using Kahoot under universal design in learning.
While this learning game can be fun for many students, some others may find it challenging, anxiety producing, or reinforcing of their belief that they are not really competent.
- Vision issues.
o Color blindness.
§ In the instructions, advise students to look at shapes not just colors.
o Legally blind.
§ Do not use.
§ Have someone else enter the student’s answers.
- Movement issues (hands – typing on phone).
o Classroom computer.
§ Give all students the option of using a computer (theirs or school’s) or phone so one person is not singled out.
- Learning Disorder (reading).
o Instructor slowly reads the question before the timer begins.
- Slow mental processing.
o Change the amount of time for a question.
- Student does not have a smart phone.
o Classroom computer
§ Give all students the option of using a computer (theirs or school’s) or phone so no one who might not have a smart phone is not singled out.
A literature review containing 93 studies on the effect of using Kahoot! for learning was published in the journal Computers & Education in 2020.[35] This is the first literature review that investigates most published studies (experiments, case studies, surveys, etc.) on how using Kahoot! affects learning in the classroom. The focus of the review is on learning performance, classroom dynamics, students' and teachers' attitudes and perceptions, and student anxiety. The main conclusion is that Kahoot! has a positive effect on learning performance, classroom dynamics, attitudes, and anxiety, and the main challenges include "technical problems", "seeing questions and answers", "time stress", "fear of losing", and "it being hard to catch up". Studies included in this review use a mixture of quantitative and qualitative research methods, that reveal, among other things, that Kahoot! creates statistically significant improvement in learning performance compared to traditional teaching and other tools, on students’ and teachers’ perception of lectures, in classroom dynamics, and that Kahoot! can reduce students’ anxiety compared to traditional teaching and other tools.
https://en.wikipedia.org/wiki/Kahoot!
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