7/3/2016
Topic:
Students with Disabilities
Malissa Baker
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My most vivid instruction of a student in music with a disability was a student who had asperger’s syndrome who chose to play the violin. Among other symptoms exhibited, his most challenging were: difficulty interacting with others, sound sensitivity, changes in routine/schedule, problems with non-verbal communication, impaired body posturing, and clumsy movements. I modified my methodical class routine to include more structured, literal examples when teaching concepts; I needed to be very concrete. I modified parts for his instrument and placed them in a range that would not bother is auditory sensitivity and found that giving him specific praise, at a whisper, was most effective. He was extremely diligent and liked to totally grasp a concept prior to moving on, so I allowed him to pizzicato newly learned concepts while fixing hand positions and checking exit slips which allowed him to still remain part of the class without drawing attention. Working and performing parts together in a section or as an ensemble enabled him to interact with others (musically) without going out of his comfort zone. When he would become frustrated and start to “rock” we had a coded phrase “to run an errand” which would indicate he was permitted to pace the hallway until he could resume and students thought he was running and errand for me (since he was literal, I did ask him to slide an envelope to under the door of another teacher; therefore, also avoiding his social anxiety). |
7/3/2016
Topic:
Tools and Strategies
Malissa Baker
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I currently use a lot of grouping practices. My orchestra classroom is not leveled by skill; there are multiple skills in the single class periods. To ensure that each skill set is being challenged, learning, and on-task all while differentiating I utilize (1.) cooperative learning strategies like “think-pair-share” and “rally coaching.” This enables students will learning disabilities to work in a smaller group setting to practice skill sets and when comfortable allow them to demonstrate and eventually join in to coach their peers without worry of failure or embarrassment in a whole group/class setting and is part of the scaffold I use as part of my gradual release teaching. Peer support within the groups also lends to assisting to keep the student on-task (and exit slips). A defined outcome must be presented prior to the student grouping so that there is one focus and outcome. (2.) I also use centers and contracts. At the very beginning of the year my expectations and procedures for my classes (again which are multi-skill leveled) must be extremely organized, routine, and attainable. In order to provide centers, students must learn how to be self driven and have clear directions and procedures. This is discussed from day one and both parents and students sign a contract noting the skills, content, timeline and freedom involved (consequences too). I use the “I Do,” “We Do,” “You Do” system to integrate this process and gradually release the students to centers and monitor regularly with positive rewards. Students with disabilities are able to work at their own pace while still feeling accomplishment and it also allows me to work on-on-one with them without them feeling singled out or picked on. The checklist of skills that is provided to them is also a great way to document progress and they have a visual representation of the things they have learned and can focus on those when things become a challenge and they get frustrated ( this checklist is also a great piece of documentation for doctors offices, parent contact, IEP and 504 meetings).
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7/3/2016
Topic:
Assessment of Learning
Malissa Baker
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Regarding a performance based adapted assessment, I require students to perform 4 examples to demonstrate mastery of the skill taught. This occurs in-class and on the assigned test day. For a particular student with an arm mobility disability and slow processing (orthopedic and intellectual disabilities), I only required the child to perform 2 examples, on separate days before/after school, and it was pre-arranged to give extended time. The student actually practiced very hard and would always do all 4 examples (with extended time.) Additionally the same child was given extended time for written assignments and reduced questions (still high level). I kept the reading passage on grade level (same content as other students) but the high-level questions were minimized and the child was allowed to type her answers due to her mobility challenges. |