5/23/2017
Topic:
Students with Disabilities
Jennette Knoblauch
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I have an ASD student who does not vocalize, is fixated on certain fascinations, makes little eye contact, and likes to move freely around the room at any given moment. Although the student does not communicate vocally, except to mouth words or whisper, he is perceptive of everything that is happening in the room. I allow him the opportunity to participate at the back of the room because he is self-conscious about others watching him. When he feels secure, he will participate with the whole group or a partner (there are a few students he is comfortable with). Other than allowing him to participate at the back of the room, I also assess him individually according to his individual improvement. When he has had too much stimulation, I allow him to have a calming 'toy' to refocus his attention. After a brief break, he will rejoin the group and participate according to his level. Some days are better than others with participation. According to his assessments, he comprehends all of the concepts in the music class. |
5/30/2017
Topic:
Tools and Strategies
Jennette Knoblauch
|
Even though I use Task Analysis, I would like to perfect that strategy even more. I intend to construct an anchor chart with the task analysis outlined, so that all students know what to do next. Secondly, I intend to make more use of the peer partner strategy. This coming year I will be intentional about putting certain peers together as partners, instead of allowing students to always pick their partners. |
5/30/2017
Topic:
Assessment of Learning
Jennette Knoblauch
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
One way that I adapt assessments is by allowing the student to perform. If the goal is to be able to hit the 'g' bar for three counts, and rest, I will allow the student to pick any bar they want and rest on the fourth beat. I might focus more on the ability to actually play the instrument correctly, instead of playing the correct notes all of the time. I have found that this helps the student to slow down concentrate on small portions of the material. |