Differentiated Assessment
Although there are many strategies that you can use in your classroom, it is important to remember that all students, including those with WS, should be assessed based on meeting the learning outcome, even if they demonstrate this in their own way.
Students with WS have difficulties with visual-spatial tasks, making writing very difficult. As a teacher, it is important to be aware that just because a student is unable to write it down, does not mean that they do not know the content. Providing students who have Williams S. with other means of demonstrating their knowledge will allow for success. For example, they are very strong orally and may find keyboarding easier than writing, so they could be assessed on the computer or through a verbal assignment. We also know that students with Williams Syndrome are very strong musically. This could be another way that these students could demonstrate that they have met the learning objectives. Allowing these options would not only help those students with WS, but many other students as well.
Students with WS have difficulties with visual-spatial tasks, making writing very difficult. As a teacher, it is important to be aware that just because a student is unable to write it down, does not mean that they do not know the content. Providing students who have Williams S. with other means of demonstrating their knowledge will allow for success. For example, they are very strong orally and may find keyboarding easier than writing, so they could be assessed on the computer or through a verbal assignment. We also know that students with Williams Syndrome are very strong musically. This could be another way that these students could demonstrate that they have met the learning objectives. Allowing these options would not only help those students with WS, but many other students as well.