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Audrey Parrish Posts: 2
9/2/2023
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Option 1 - My student had a learning disability, which always lead him to making bad decisions towards his peers, such as hitting them. Additionally, he was always distracted when it came to learning, no matter what subject. However, I did learn that he participated in football, which involved structure and listening skills. I learned, a few things about him and how he was focused in football, learning the various plays and chanting before a game to psych up the team mates. I recognized a personal quality that supports success in music that can be applied to other fields (standard in CPalms). I utilized am adaptive asessment for my students to learn. As a result of this student was able to focus and use chants as a tool to focus and motivate others, I would have this student create chants and mnemomic to learn math skills,; time tables, division, multiplication, 2 digit adding and substraction. As a result, he would share these chants with other students who had similiar dificiencies in many. It was amazing they were learning and sharing sometime in a musical way that made more sense to them, rather skill and drill.
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Audrey Loretta Parrish
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Audrey Parrish Posts: 2
9/2/2023
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Option 1 - My student had a learning disability, which always lead him to making bad decisions towards his peers, such as hitting them. Additionally, he was distracted when it came to learning, no matter what subject we were learning. However, I did learn that he participated in football, which involved structure, listening skills and learning various plays strategies to outsmart the opponent. As a result, I learned a few things about him and he was focused, learning how to be a team player and utilize several strategies. One example was chants he would repeat before a game to psych up the teammates in football, which I had he demonstrate with the students in our classroom everyday. Therefore, per a CPalms standard, I "recognized a personal quality that supports success in music, that can be applied in other fields". I then gave this student the option to develop strategies that would allow him to learn 2-digit addition and more, subtraction, multiplication and division (foundational skills to enable him integrate as application for higher order math) through the process of him creating chants in math in these categories to learn. This was an alternative that give this student to learn foundational math skill in a way that interested him and he was able to pass on to his peers.
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Audrey Loretta Parrish
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Donna Geils Posts: 3
9/14/2024
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Giving students whose disability involves writing and fine motor skills an alternative way to express what they know and can do is critical. Oral exit “tickets” and interviews as quick checks for understanding can be very effective for these students. My student with Williams Syndrome (Intellectual Disability) could enthusiastically describe what she learned, but if she had to write it down, the focus shifted to the physical act of writing rather than on what we learned about that day. She had dictation as one of her testing accommodations as well, so when a written product was needed for assessment, she dictated her responses.
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Keto Base Piller Posts: 1
7/26/2025
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