"Post"-Pandemic Access & Self-Advocacy
"Post"-Pandemic Access & Self-Advocacy
Embedded Files
Hosted by the University of California's Graduate School of Education, this course was offered to students with disabilities of any academic level. This course was designed to be discussion-based and highly participatory with a focus on supporting students in their return to campus after COVID 19 remote instruction.
Weekly, synchronous
Remote Instruction
Open-ended and self-assessed
One Unit, Pass/No Pass Grading
Syllabus
DSP 198 Syllabus Fall 2021.docx.pdf
Synchronous, Remote Instruction
Synchronous, Remote Instruction
Students met weekly for a brief lecture from myself or a campus affiliate and were then provided prompts to discuss in a break out session or as a whole group.
Accessible Discussion
Accessible Discussion
Students were told at the beginning of the semester that the course would be discussion-based and highly participatory.
Steps were taken to ensure accessibility in classroom discussion:
Students were provided with discussion prompts in advance of the session
Discussion prompts were posted in the chat for visual support
Students were encouraged to participate in their preferred mode of communication
Final Projects
Final Projects
Students were given an open-ended final assignment to give them the opportunity to further explore a topic covered in class. Students were asked to submit a proposal as well as a rubric with details on how they would like their work to be assessed. Upon submission of their work, students used their rubrics to provide a self-assessment. Below are some examples of student work.
Students submitted projects in a variety of formats including personal essays, research presentations, creative writing, and visual art. While there was some initial insecurity around such an open-ended assignment, the responses were positive and self-assessments were comparable to my own.
Page updated
Google Sites
Report abuse