7/4/2016
Topic:
Students with Disabilities
Emily Goode
|
I have a large population of students with autism at my school, and one in particular stands out. She is mostly nonverbal but loves to make and respond to music. She just finished her second grade year in a self contained classroom. That classroom came to me by themselves, so I modified the curriculum to fit their needs. I sang hello to each student by name, and she smiled so wide every time she heard her name sung. By the end of the year she even started giving me great eye contact as I sang to her! We started with the same warm up song every day, and moved onto the lesson. Lessons in this class went slower than in mainstream classes, but they still learned the same content. If students were successful with the lesson, they were able to choose an instrument to free-play for the last few minutes. My friend with autism also has echolalia and would repeat many of my words, but by the end of the year she was able to finish the phrases of familiar songs as I sang and played guitar. |
10/8/2016
Topic:
Tools and Strategies
Emily Goode
|
Two strategies that could be implemented in my classroom are Peer Partners and Centers.
Peer Partners would allow students with disabilities and learning difficulties to be paired with a peer in the room. They could sit next to each other and provide assistance when needed, whether that’s a whisper to repeat directions, redirection if off task, or help holding an instrument. It would be easy to implement as long as both parties are willing and open to it.
Centers would help to differentiate students’ educational experience in the music room. By breaking up students into groups based on how they learn and giving them each a specific center, I can help cater to individual needs. If there are five centers, maybe each student goes to 3: two for every student in class, and then one based on their learning style or “side of the cube” they are working on. |
10/13/2016
Topic:
Assessment of Learning
Emily Goode
|
I have a student with autism who does not work with others. He prefers to be by himself and will not work if put in a group. He is also very nonverbal in my classroom.
For a recent group project, I gave him a specialized setting. The student did the project by himself and received a participation grade based on how well he worked by himself instead of one based on how he worked with his group.
Another adapted assessment that would help him is pointing to the answer. He could show his understanding by pointing without having to verbalize in front of everyone. |