?

Log in

No account? Create an account

Previous Entry | Next Entry

revisiting the drawing issue


This is a slightly expanded and edited version of something I sent to my professor to accompany my homework. I've added some description for the reader's benefit since my homework is not reproduced here; and I rewrote my final paragraph a bit because what I sent to my professor was a bit hasty and disjointed. I hope this makes my thoughts about the drawing issue a bit more clear.




We had an assignment due today in my educational ministry class which I had to modify significantly. The modification itself was not a difficult thing to conceive. Putting it into practice took a very long time. It may have taken less time if I had done it with sighted help; but no sighted help was available, and doing it with sighted help would have significantly raised my frustration level because I would have needed to describe the placement of items in a chart. Since I could do the chart completely on my own using Excel, there was no reason not to. It was just very time-consuming; and time-consuming things frustrate me greatly.



I had to list out certain types of things that had occurred within the activity of my church over the past year. I thought that I should be able to consult the church calendar for information. It was available online. I created a 12-month chart in Excel and placed items into the chart in certain positions so that I could group them together according to similarity. In this way, I supposed, I could show that an event was seasonal because it would appear in a few consecutive columns; ongoing since it would appear across all months; or one-time since it would appear only once. This information in my classmates' chart was supposed to be color-coded.



My church's calendar is extremely "busy," and Wading took a tremendous amount of time for me... That's not a complaint. It's just a piece of what I faced in modifying this, and it set me to thinking a lot about the issue of modifications in general. In the interest of streamlining time and making this a true learning process for me, I need to make sure that I'm doing modifications with the right goal in mind. In other words, am I modifying something in order to present it in a way that makes sense to a person visually; or am I modifying it in a way that gives it meaning for me; or am I modifying it so that I can access my answers in class discussions (which assumes that it also has meaning for me); or am I trying to be "just like everyone else?" These are questions that enter into the modification process anytime a teacher is working with a student with disabilities; but most often what gets done is the quick and easy thing and the philosophical questions are not dealt with in much depth.


Profile

3kitties
3kitties
Sarah Blake LaRose
my personal site

Latest Month

August 2016
S M T W T F S
 123456
78910111213
14151617181920
21222324252627
28293031