3/12/2024
Topic:
Assessment of Learning
Debera Thompson
|
A few years ago, I had a D/HH student. For his assessments, it was a lot of visuals and echoing clapping patterns. I created a large board that represented what we were doing iconically and he was able to clap patterns back to me almost all of the time. If we showed him the melody on xylophones, he would be able to play it back almost instantly. |
3/12/2024
Topic:
Tools and Strategies
Debera Thompson
|
One of my students comes with a Nova Chat device due to his high autism and ID. Recently, when working on families of the orchestra, for his assessment, we loaded the four family's names. I would show him a picture and he would click on the device the name of the family it belonged to. This helped him with the names, and he was able to identify about 80% of the instrument families correctly after just the first week. |
3/12/2024
Topic:
Students with Disabilities
Debera Thompson
|
I had a student who had autism and was D/HH. It was severe enough where even with a cochlear device, he wasn't able to identify many sounds. To accommodate for this, I would make almost everything iconic. He had his own white board where either I or the para would place the pictures to help him follow along in music. If it was a listening assignment, he was able to feel the speakers or instruments vibrations. When we played songs, we would simplify his part and point to the notes on the instrument or have him echo the playing on the instrument. |