6/2/2016
Topic:
Students with Disabilities
Devra Pollard
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I had an ASD student who was high-functioning but was noticeably challenged when interacting with peers. There was a core group of students who were effective and patient when helping him understand appropriate ways to engage and interact with others while completing cooperative tasks. When creating groups and structuring in class assignments, I always included one student from the core group that partnered well with him. He changed groups with the same frequency as others; group assignments were not restrictive. By year’s end, he appropriately engaged with everyone in the class. |
6/14/2016
Topic:
Tools and Strategies
Devra Pollard
|
Using a peer partner in class would not only allow students to “show what they know” by teaching it to others but also model instruction for students who may be more comfortable with instruction from their peers. Peer observation could easily be expanded to peer assessment which is ongoing and purposeful with less pressure.
I have allowed students with an orthopedic impairment to use an iPad to play classroom instruments with and without pitch. Students are successful with their own wrist and finger movement which allows them to touch the screen and play virtual instruments that might otherwise be a challenge to hold and or produce a quality tone. The iPad’s output is connected to an external speaker. The feedback is immediate; witnessing their satisfaction and success with their peers is priceless. |
6/14/2016
Topic:
Assessment of Learning
Devra Pollard
|
Self-assessment with a graphic has been an alternative to an exit ticket for developmentally delayed students. Students choose one of three graphics depicting animated students at three levels of achievement: “I can play for a friend, I can play with a friend, I can play with my teacher.”
A student with an orthopedic impairment was confined to a wheel chair. Their tray was filled with images, short words and phrases for response. I simply worded my questions to accompany the responses on the tray. A few times, my selected responses regarding pitch, dynamics and tempo were programmed into the student’s sound board. |