6/15/2016
Topic:
Students With Disabilities
ursula von bargen-seitz fortner
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In my Orff music group I had an autistic student who responded well to expressing a given score through a dance with scarves (one in each hand). She was also able to play two Orff xylophones simultaneously. She particularly enjoyed creating her own compositions, but found it a challenge to transition to other instruments or activities within music class. She had picture cards and a visual schedule of activities to help her. |
6/15/2016
Topic:
Students with Disabilities
ursula von bargen-seitz fortner
|
Peer partnering worked well for my ASD student. The peer would be the conductor, standing vis-à-vis the student to help her follow along with the Orff orchestra. We used discovery and graphic organizers to compare and contrast Orff instruments. |
6/18/2016
Topic:
Assessment of Learning
ursula von bargen-seitz fortner
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An autistic student will benefit from being assessed individually in a quiet setting, so as to minimize the risk of potential sensory overload. For the same reason, scheduling should allow for frequent breaks in the assessment process. Presentation should be in the form of visual prompts, rather than oral directions, given potential limitations in verbal communication skills. For the same reason, the student should be allowed to respond via pointing or sorting. |
6/19/2016
Topic:
Tools and Strategies
ursula von bargen-seitz fortner
|
Peer partnering worked well for my ASD student. The peer would be the conductor, standing vis-à-vis the student to help her follow along with the Orff orchestra. We used discovery and graphic organizers to compare and contrast Orff instruments. |
6/19/2016
Topic:
Students with Disabilities
ursula von bargen-seitz fortner
|
In the elementary Orff music environment, my young autistic student would be the 'conductor', standing at a distance, while we practiced with the Orff instruments as a whole group, rather than play an instrument in the whole group setting. She would create her own melodies and play them on the xylophone while the other students worked quietly with materials. Similarly, this student enjoyed dancing, one scarf in each hand, in front of the group, at a distance. Having this personal space away from the group and doing something singular and repetitive on her own reduced the need to hide or rock in the face of sensory overload and/or inundation of personal space by people. |