3/22/2023
Topic:
Assessment Of Learning
Sue Fliss
|
"I have a class with all D/HH students plus two interpreters. They range from 1st grade to 5th grade. We were working on rhythms using quarter notes and eighth notes and I was teaching them to read them using 'Ta' and 'Titi'. A few of the students can speak clearly and were asked to say the words and all of the students were asked to sign using alternate signing that the interpreters came up with. We first composed our own rhythm with each student coming to the board to select their rhythm and, once the rhythm was complete (16 beats), we read and signed the rhythm together. Even the youngest in the group were able to contribute and sign/say the rhythms. We do this activity quite frequently and the students have a strong sense of accomplishment. One student, a second grader, is very far behind intellectually and is completely deaf, doesn't speak and rarely signs, but she enjoys this activity and she participates just as well as the other students in the class.
- Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
- Option 2: Think of a student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her learning. Share your response in the threaded discussion.
edited by Sue Fliss on 3/22/2023 |
3/22/2023
Topic:
Students with Disabilities
Sue Fliss
|
"I had a blind student several years ago who was an inclusion student with gen ed. She had a one-on-one paraprofessional who was with her until she went to middle school. In second grade, I teach my students the musical staff, learning the mnemonics typically taught to remember the lines and space letters. To accommodate this student, we stretched 5 rubber bands on a piece of cardboard creating a raised staff so that she could 'read' the staff with the class and identify her lines and spaces by letter name. She easily learned the mnemonics, so it was just a matter of showing her what the staff looked like using the raised lines." |
3/22/2023
Topic:
Tools and Strategies
Sue Fliss
|
One of my classes is a Social Communications class of multiple grade levels and various types and degrees of learning and emotional disabilities. I have a Promethean Board so I am able to show videos from the internet. One activity they have flourished with is "Introduction to Rhythm Reading" (Visual Music Minds). I take the students through the exercise having them read the "ta's" and "titi's" out loud. The second time through, the students repeat what they did the first time and also add pats on their legs. The third time through, they leave the vocals out and only pat the rhythms.There is also accompaniment music which helps them greatly the third time as most of the rhythms they are reading are also played. We have moved on to half note rhythms and they have a lot of fun with these activities. |
3/22/2023
Topic:
Assessment of Learning
Sue Fliss
|
I have a class with all D/HH students plus two interpreters. They range from 1st grade to 5th grade. We were working on rhythms using quarter notes and eighth notes and I was teaching them to read them using 'Ta' and 'Titi'. A few of the students can speak clearly and were asked to say the words and all of the students were asked to sign using alternate signing that the interpreters came up with. We first composed our own rhythm with each student coming to the board to select their rhythm and, once the rhythm was complete (16 beats), we read and signed the rhythm together. Even the youngest in the group were able to contribute and sign/say the rhythms. We do this activity quite frequently and the students have a strong sense of accomplishment. One student, a second grader, is very far behind intellectually and is completely deaf, doesn't speak and rarely signs, but she enjoys this activity and she participates just as well as the other students in the class. |