4/24/2017
Topic:
Students with Disabilities
Caroline Hood
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I have a few students on the ASD spectrum. With these students I tend to let them sit farther from the speaker/sound source until they get comfortable. I always have a back-up activity that is in-line with the lesson. These students need a little more time warming up to the music room, as it can be overstimulating. One of my students is brilliant at music, so I try to ask more in depth questions to him. He comes to class with giant headphones on because he is very sensitive to loud/different sounds. Once he is in the room and comfortable it is absolutely amazing that he loves to play recorder along with 25 other students and a recording!! |
5/1/2017
Topic:
Tools and Strategies
Caroline Hood
|
I will see ESE students in both a main-streamed environment as well as an individual class. When it comes to mainstreaming, I would like to to use learning center activities. This can help with differentiated attention spans, as well as using a variety of methods to teach a concept. It would be great to have a technology center along with a hand on and performance center. This way we can meet many different learning styles.
I have used peer partners in many of my classes. This not only helps the student with learning disabilities, but also helps reinforce the concept with their peer. Students want to help, so it is a great way to build a comfortable classroom culture as well as a good rapport with the students. |
5/1/2017
Topic:
Assessment of Learning
Caroline Hood
|
I have a student that will sit with his para in the back of the classroom and selectively participate in activities. He is constantly listening and soaking up the knowledge, but will not take a quiz on paper or speak in class. When assessing him, I will use technology to get him to respond. Many of the quizzes we take are through our curriculum, so when the class has a printed out exam, I have him take it on the tablet. |