8/16/2018
Topic:
Assessment of Learning
Mary Holway
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I had a student with a disability in my music class for several years, K - 5. He had an emotional/behavioral disability which manifested itself in extreme anger issues. He had very little tolerance for mistakes (his or his classmates) and would severely melt down if he could not master something immediately. I accommodated for his melt downs with a small space in my instrument closet where he would go to calm down when angry or upset. He began to return to class after less and less time in his space as he got older and needed the space less and less. He did not have an aid to help him with the transition back to class and so I couldn't always go and talk with him, but when I could leave the class I would go to him to calmly discuss what happened. I always gave him more time to accomplish tasks and learn music but he only needed it because he was leaving class and instruction to calm down. He realized this after awhile and would stay to learn. By fifth grade he was learning to handle his issues better and became a very good student in most ways....still with a few outbursts but way less. His classmates, who had been with him from day one, learned to deal with the interruptions and a few could even help. The classroom teacher would frequently stay if he was having a bad day and occasionally keep him with her instead of sending him to music. I used all the strategies as the years went on....visual maps/writing on board/color coding/putting notes on music, peer support, hands-on teaching, allowing him to choose (in a limited way). Every year something else would work better. We found what he was particularly good at and were able to highlight that for him during music class at least once a period. |
8/20/2018
Topic:
Students with Disabilities
Mary Holway
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I had a student whom I taught for six years in my school. K-5. His disability was a physical disability relating to his spine and mobility. He was not in a wheelchair but got around slowly with canes and special footwear. He could not participate in our classroom games and dances very readily so he usually was out "steady beat" person and helped me with remembering who needed to participate and who had participated. He kept track of people's turns and ran my music/tech when I needed him to. |