2/11/2017
Topic:
Students with Disabilities
Llewellyn Humphrey
|
I currently teach a student that is identified as ASD. The student is limited verbally but loves trying to sing and playing rhythms. I allow her to sing by herself or with me. She is starting to match pitch and her general classroom peers always applaud her efforts. The students usually participates in a limited way with all activities. The student participates in group activities as well as individual lessons.
I have found that including this student helps my other general students participate and interact at a different level that when my ASD students is not involved.
edited by Llewellyn Humphrey on 2/11/2017 |
2/18/2017
Topic:
Tools and Strategies
Llewellyn Humphrey
|
Option 1:
I use "peer partners" and "mnemonic devices" for teaching my ESE students. The peer partners allows for my students with disabilities a chance to improve without the pressure from whole group instruction. The mnemonic devices is especially helpful in learning the lines and spaces in treble clef. |
2/18/2017
Topic:
Assessment of Learning
Llewellyn Humphrey
|
I had an ASD student that was non-verbal. As part of my assessment, I would ask the class a question and allow all my students a chance to answer. I could also assess my ASD student as they could respond as well. |