6/3/2019
Topic:
Students with Disabilities
Shannon Greene
|
I began my music position at a public elementary school and a year later, they created 2 ASD classes (a primary unit and a secondary unit). I feel like my experience with autism was trial and error in the beginning since I had never had any training prior to these classes coming to the music room. Some children were severe and some were mild and over time I grew to love these students. One thing I did that worked well, I implemented visual cards (that I made) to put on the board titled 'What's Next" (approx 5x7). I found the kids needed to see what was then, what is now and what is next. As long as I have the visual cards (magnetized to the board) organizing their class time, they are much more manageable and responsive to my lessons if they can see what is next. For example, one card says "Movement Time" and another says "Instrument Time" and they have pictures on them as well. Other cards include "Story Time" and Puppet Time", Listening Time, Singing Time, Game Time, Hello Songs and Goodbye Songs. I organize their day a little different each time. If the cards are not on the board, they ask for them and want to take them down (or move them aside) as soon as they complete the task until all that is left is Goodbye Songs, and I'm very happy with that. |
6/3/2019
Topic:
Students with Disabilities
Shannon Greene
|
I have had a student with autism since Kindergarten and he is now in 3rd grade. After 4 years, I have learned his tendencies and what stimulates him in the music room. He has always been timid and shy, but when he comes to Music he smiles and moves about my room more freely than his own. During stimulating activities, I provide him with noise cancelling headphones which still allows him to hear steady beats and rhythms and allows him to still participate with getting over stimulated. I also provide him with a special chair in the classroom farther away from the sound system that he calls his music chair. I have found he loves the microphone feature on my sound system and loves to sing into it so he can hear his voice magnified. By allowing him to decide when to wear the headphones and when he wants to sit in his music chair, he is much more successful in music. |
6/3/2019
Topic:
Assessment of Learning
Shannon Greene
|
In a 4th grade recorder class, I have found that it works better for my mainstreamed autism students to have small group practice time with some peers. Many times, they relax and watch their friend's fingering more focused than mine. I give them time to meet as a small group in the corner of the room while I meet with another group or with the rest of the class. I have found this method beneficial and relieves some of their anxiety to play in front of the whole class. I will often modify their music to include written numbers instead of the letter name when I see their frustration begin to build. I would rather have them feel successful with their sound. |
6/3/2019
Topic:
Students With Disabilities
Shannon Greene
|
In my general music classroom, I had a sweet and quiet autistic student. However it was difficult for him to wait his turn. For example, passing out small percussion instruments one day, he had a melt down because he was not handed the frog rasp and someone else was given it first. I had to explain that we would take turns and that he was going to have to use the maracas first and then we would trade. The assistant and I were able to get him to trade the maracas for a drum, but he would still have to wait until the other student was done with the frog rasp. I found that as long as the assistant and I remained calm with a soothing voice and that we were firm on the fact that he had to wait, we were going to be successful in getting him to calm down. |