12/31/2016
Topic:
Students with Disabilities
Carolyn Durbin
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I currently have a student with a physical handicap who uses a wheelchair. He as above average intelligence and a mild temperament. He is able to work independently on a majority of the lessons and assignments in the Marine Science course. His work shows a very methodical and consistent approach to acquiring knowledge. When it comes time for a DBA (Discussion Based Assessment) he needs to have additional support. A phone with a speaker function or speaking face to face works best. That way he is able to use both hands to sort through his notes... It is very important during our discussions for me not to rush him... He needs time to think and formulate his answers. For the first DBA I provided him with questions that I would ask and it helped him to overcome the anxiety of talking to an adult he did not know well. After that he has been more comfortable and has not needed/wanted the prior questions. When in the past I have had students with disabilities I take the child from where they are...and work from there. Using support from parents and other students who know the student helps with getting to know a student and helps me to form a relationship. A relationship is so important...students must know that you do not judge them or look down on them...that your purpose is to help them learn in what ever way works best for them. |
12/31/2016
Topic:
Students with Disabilities
Carolyn Durbin
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Students with Aspbergers Syndrome can be difficult to figure out as their behaviors can be so varied. I have had experience with a few students and I made modifications similar to what you did... letting them have prior views of music or reading materials or questions can help them overcome the distractions and help them function in the group because they are more adequately prepared. KAREN ROMINE wrote:
I have had many students with a variety of disabilities as I teach at two schools that are specialized for students with severe behavior and learning disabilities. I have had students who were profoundly mentally handicapped and those who have been physically handicapped. I currently have several students who are hearing impaired and a couple who are visually impaired. In addition I have several behaviorally challenged students in my choral program. I'll share about the blind student. At the time, I was teaching band and chorus, and he was in the band. In addition to his visual impairment, this student had been diagnosed with Aspberger's Syndrome which made social situations in a group performance class challenging. He loved the piano and was quite gifted, however he was very set in his ways regarding what he wanted to play and when. He also had difficulty learning that other people and musical parts were as important to the whole process of performing. The accommodations I made included making a recording of his part that he could listen to and learn. I provided time for he and his para-educator to have access to the piano for practice. We worked as a class on taking turns and letting one instrument be heard more predominantly to teach him how to blend and balance his instrument. It was also important to have a plan for the rehearsal time and let him know about it in advance so that he could mentally prepare for the pieces that we would be working on as a class. |
1/1/2017
Topic:
Tools and Strategies
Carolyn Durbin
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Since I work with online courses and students I will concentrate on strategies that could be implemented. In online courses the assignments which follow lessons often give students a choice of ways to show understanding. Students can use applications like powerpoint and prezi to do a presentation or they can make a sketch with labels on paper (take a picture and attach a file) or they can write an essay. Students also get to speak with the teacher and interact so they can answer and ask questions and clarify concepts they have been learning. Using technology correctly can definitely allow for differentiation of lessons and assignments...frequent feedback is built in and when it is done promptly then students can make corrections and practice skills correctly. Learning online is also a platform that provides opportunities to resubmit and try again so they can attain mastery. These strategies work with all students...including students with disabilities.
Administrator wrote:
Choose One(1):
- Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
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1/1/2017
Topic:
Assessment of Learning
Carolyn Durbin
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Students who attend ESOL classes can use that time to work on lessons utilizing the expertise of their ESOL teachers. They can also ask for translation or clarification when they reach an online quiz, test or exam... Allowing students the flexibility to work in a setting that is more comfortable for them and giving them the chance to have access to teachers that can work with them in their native language means they are not constantly struggling with new information in a foreign language or being tested in a language where they are not yet proficient. Many of the students I have who are English as a second language learners were used to being very successful in their academic subjects and the language barrier makes it more difficult for them to maintain high standards which can be frustrating to them. I have also them to write in their own language and then translated their work to grade it... Another step might be to give feedback and then translate that to their native language...at least until they become more proficient in English. |
1/1/2017
Topic:
Assessment of Learning
Carolyn Durbin
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I like your approach for this student. He was probably not the only one with anxiety at performing alone... Letting him and others perform in trios and then assessing them privately afterwards allowed them to participate fully and got your assessments done... 
Lee Commander wrote:
Most recently I had a student who came in and mentioned to me that he had some social anxieties and playing in front of his colleagues was a trigger. In order to better accommodate the students I had made an arrangement with the student before hand. I would have the class play their scales in trios and then no one would know if he did not play with them. Then, he would come see me after school or during lunch and he would play the scale test for me in order to better test his understanding of the concepts. |