8/23/2016
Topic:
Students with Disabilities
Jaclyn Ziegenfus
|
We have a student who happens to have glass eyes. She is an excellent musician. We decided to cut out textured quarter notes, eighth notes, and quarter rests so she could do dictation and create measures with her peers. The textures cut out notes also allowed her to 'see' what the note should 'look' like (such as a quarter note being a note head with a stem). She learned the difference between the shapes and could show me what the quarter rest was if I asked. She could also create a measure on the carpet and clap it to me. |
10/24/2016
Topic:
Tools and Strategies
Jaclyn Ziegenfus
|
2 Strategies:
Strategy 1: Differentiation using materials
When doing a quiz on form, there were several options for the students due to it being an inclusion class with 3 classes learning together (2 regular ed, one ESE self-contained). The first option was to write the letters of the form in the boxes provided on a piece of paper. The second option used by a few of the ESE students was cards which had the letters and a corresponding shape. They were allowed to lay their form cards out on the floor. Other students were prompted by the para and gave verbal answers. The challenge was the same for every student: Name the form. What changed was the way in which they reported their answers, so that every student could participate in the assessment to the best of his or her ability.
Strategy 2: Discovery Learning
Students are often asked to experiment with their instruments when using them for the first time. How do you think it is played? How can you make the best sound? Where are the high pitches and where are the low pitches? Students can also make a hypothesis before attempting to play the instrument, then see if their hypothesis was correct. This allows each student to learn at their own pace. It will also help with attention later in class because they are being given an immediate opportunity to play.
edited by Jaclyn Ziegenfus on 10/24/2016 |
10/27/2016
Topic:
Assessment of Learning
Jaclyn Ziegenfus
|
Adapted Assessments:
We have a few students at our school with visual impairments.
Students with some visibility are allowed to bring tools with them to class, such as a magnifying glass to use on their papers. We have also made large print quizzes.
For our student with no visibility, when other students were writing dictation, she had cut-out notes made out of textured paper. She would feel the notes and lay out on the floor the rhythm she heard. We also have a staff made out of hot glue, where she can feel the five lines and four spaces, and place poker chips on the correct line or space. |