12/30/2023
Topic:
Students with Disabilities
Kathryn Eaton
|
I currently teach a student with cerebral palsy. He comes to class in a wheelchair. Sometimes we will leave him in his wheelchair and add a desk attachment and sometimes we will move him to the floor. He struggles to hold onto larger instruments, but can hold onto mallets fine. I bought a set of xylophones this year where each note comes apart. They can also be easily cleaned and do not break if thrown. I am able to place a specific chord on his desk that go with the song the class is currently playing. He is able to use the mallet to high a note and it sounds good because it's in the chord structure of the song. |
12/30/2023
Topic:
Tools and Strategies
Kathryn Eaton
|
I have used GarageBand on iPads to form a student band in an ESE classroom. The students are able to explore the different instrument and sounds they make. Then we used the premade sounds to make a song together. I have also used boomwhacker play along with autistic students and students with down syndrome. Students are able to immediately get sound from the instrument without a struggle. I will slow down some of the songs in order to make them more successful to play. |
12/30/2023
Topic:
Assessment of Learning
Kathryn Eaton
|
In the past, I have done listening journals with my students. Once a week, I would have the students listen to a specific piece of music from different time periods. They would have to identify instruments, timbre, dynamics, tempo, and mood. I have a few students with autism who found this task to be rather difficult. I ended up making a special paper for them to staple into their listening journal. The paper contained the same questions, however instead of writing them down, they could circle or draw their response. I had limited dynamics and tempos listed for them to circle one. Instruments were listed in families and not individually. And the mood was emoji faces that they could choose from or they could draw a picture themselves. |