5/20/2016
Topic:
Students with Disabilities
Ruthie Antmann
|
I teach a student who is autistic. He is fairly high-functioning but has a lot of social trouble. He has a hard time understanding the correct and appropriate ways to interact with others. I try to help him by carefully choosing students to do cooperative activities with him, and by structuring those activities to help him have the appropriate social reactions. I also remind him frequently about how others might perceive his words and that helps him function better within his classroom. |
5/23/2016
Topic:
Tools and Strategies
Ruthie Antmann
|
Two strategies I use to help students with disabilities are cooperative grouping and task analysis. Task analysis helps me teach them to play on instruments by creating a routine out of learning musical passages; the structure of this strategy helps students be successful. Cooperative groups helps students with disabilities because they have a task that they can contribute to the group, but their weaknesses are supported by other group members who help in those areas.
One strategy I would like to use more is the cube method of tiered instruction. That sounds like such a fun way to incorporate choice into each benchmark, and to match tasks to student abilities at the same time. |
5/23/2016
Topic:
Assessment of Learning
Ruthie Antmann
|
One assessment accommodation I have successfully used is response cards. I used these with a student who has an orthopedic impairment that prevents him from writing. The response cards were used to assess knowledge of orchestral instrument families. |