6/15/2016
Topic:
Students With Disabilities
Laura Allgood
|
I had an autistic child in my general music classroom. He was a lovable child. However it was difficult getting materials for him. For example passing out boomwackers one day he had a break down because he wanted red and all were taken. I was able to get him to work with another child and trade but he would not have continued activity until he had a red boomwacker. I had to accommodate the usual way I handle materials during instruction.
edited by Laura Allgood on 6/15/2016 |
7/1/2016
Topic:
Tools and Strategies
Laura Allgood
|
The first strategy I could implement would be Peer Partners. I use this to have students peer coach each other in recorder and ukulele pieces they are working on. Shoulder partners to discuss and review lesson content and vocabulary. I mix up how students get partners and come up with new ways so that they are always working with different partners.
Another strategy I could implement would be Mneumonic Instruction. This could be used to help students remember names of the lines and staff and orders of sharps and flats. This strategy would be good for remembering vocabulary terms such as tempo and dynamics. |
7/1/2016
Topic:
Assessment of Learning
Laura Allgood
|
An example of an adapted assessment that I have used was with an autistic student that I had. The students were being given an assessment and asked to circle the appropriate instrument family. For this autistic student I made the assessment into a sorting activity. He was better able to show his understanding. |
9/5/2021
Topic:
Students with Disabilities
Laura Allgood
|
Last year I had a visual impaired student. I had to find creative ways for her to be successful. She had to sit close to the board. Using a mangifying glass helped her with reading things in paper or text books. |
9/5/2021
Topic:
Tools and Strategies
Laura Allgood
|
I use cooperative grouping in my classroom. I recently had students play a game called fan and pick to review reading rhythm patterns. Student 1 fas the cards, Student 2 picks, Student 3 reads that rhythm pattern on the card, and student four praises or coaches as needed. Great game and worked well.
I also used pnemonic devices. Such as having students come up with saying to help them learn and remember the names of the lines and spaces.
These helped students with disabilities because they were able to work with peers and I was able to provide small group or one on one supprt.
edited by Laura Allgood on 9/5/2021 |
9/5/2021
Topic:
Assessment of Learning
Laura Allgood
|
I have allowed students to choose to answer questions aurally instead of written as an assessment accomodation. I have also had students take various written test some answered multiple choice while others had fill in the blank. |