4/10/2017
Topic:
Students with Disabilities
Alba Chong-You
|
I currently have a student with ASD who is high functioning cognitively, but non-verbal. Since she does not speak, I encourage her to use solfege hand signs when the group is doing a singing activity. To ask and answer questions, she has a dry erase board and marker that she uses confidently throughout the class period. She has shown great strength in her rhythmic ability and excels in playing percussion instruments. She is also doing very well with her recorder playing. |
4/12/2017
Topic:
Tools and Strategies
Alba Chong-You
|
Two strategies that I would like to implement in my classroom are Two-Column Notes and Learning Centers.
I would like to use two-column notes to help students solidify key vocabulary terms as they would record, question, recite, or reflect on what they've learned. I can see this being beneficial for my students with disabilities as it will allow them time to process the information and provide multiple means of representation and engagement.
I would also like to implement more lessons using learning centers. I think it would give my students more time to practice a skill that we have learned about in class, such as rhythm reading, recorder playing, reading notes on a treble clef, etc. It would give me time to walk around and observe which students are meeting the goals and which ones need more practice. It would also allow me to be able to really spend more small group time with students with disabilities and/or general ed students who need assistance. |
4/13/2017
Topic:
Assessment of Learning
Alba Chong-You
|
I once had a first grade child with orthopedic impairment who had difficulty writing with a pencil/marker, who was also non-verbal. I would adapt assessments for her by asking her to point instead of circle/bubble in an answer. In addition, when working with rhythms (quarter note and eighth note pairs) she could "show me" the rhythm by clapping it. I had her use craft sticks to show the rhythms sometimes. She was very successful with her rhythm fluency by the end of the year. |