4/8/2019
Topic:
Students with Disabilities
LaShaun Tribble
|
Prompt: Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
Response: I have had several students with disabilities since I began teaching in 2005. It is an enriching experience when I have been able to connect with those students. One instance, in particular that comes to mind is a young man in 1st grade in a motor-powered chair. He is a smart young man who is DD (Developmentally Delayed)...particularly physical: fine, gross motor movements. He paints, colors, and writes with the utensil/tool in his mouth. He also has a speech impediment. I am sure to interact with him consistently in a caring manner for when he needs help beginning an assignment as well as when he needs redirecting. You see, I have known him since he was in Kindergarten, and he will remain in his same situation permanently. And he is a child like all other students who needs attention, direction/guidance, love, care, and redirection. Sometimes, I help him to complete his lesson by giving him a chance to respond when otherwise no one would call on him. And I assure him that I heard him, and that it is great that he participates in class...I try my best to make sure he feels included.
This year, the students in his class are very caring...they do not make fun of him...it is just the opposite. They welcome him and even play tag with him at recess!
A few examples of when I have helped him to be able to participate, is (1) call on him and go over to him...listen to his mouthed response, (2) ask him to draw what he feels about a piece of music playing while the other students must use music vocabulary to tell me about their listening experience, (3) put an instrument in his hand and let him shake a maraca lightly while the other students are joined together playing their percussion instruments. |
4/8/2019
Topic:
Tools and Strategies
LaShaun Tribble
|
My Response will be first.
I sang aloud with Kindergarten Classes..."Were going on a Lion Hunt" by: David Axtell. It was an interactive adventure because I involved the students with movement and chanting the words...'we're not scared...been there before...oh no! etc.' The students excitedly said the story as if they were lyrics to a song. It's always fun to watch them interacting with each other while learning musical dynamics.
I planned to have a powerpoint ready for a student who could not use their hands or speak... ID (Intellectual Disability) and OT (Orthopedic Impairment). It went well. Here's what occurred. Their aide used a laptop with the Powerpoint I created with pictures from the book and lyrics. They helped me to change the pages when I was engaged with all of the other students. The student was smiling as if she was able to follow along. I reassured the student by standing close to her and giving her positive reinforcement. It was a success.
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
edited by LaShaun Tribble on 4/9/2019 |
4/9/2019
Topic:
Assessment of Learning
LaShaun Tribble
|
Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
(1) In January, we celebrate Dr. Martin Luther King Jr. for two weeks. I have a OT (Orthopedically Impaired) and SI (speech impaired). He was asked to color a picture of Dr. Martin Luther King Jr. while the other students filled in the blanks of a fun fact sheet.
(2) Another example is when a student with Down Syndrome was required to show that he knew the instrumental families. I had him to circle the perspective instrument with colors (It was color coded). This showed discernment and that he could distinguish and decide the difference between one instrument from another as well as which family it belonged to. The other students could answer with their mouths, and the next week they also colored the instruments...this way he did not feel left out, because it took him two classtimes to finish his assignment.
edited by LaShaun Tribble on 4/9/2019 |
5/3/2019
Topic:
Tools and Strategies
LaShaun Tribble
|
Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
This assignment spanned across different grade levels, ages, and skill sets of students. I used Letter Strategy & 4 Graphic Organizers to 4 pre-selected groups (Differentiated on purpose because I have students with diverse skill levels as well as ADD and ADHD. The lesson entailed placing the correct measures of SWIM Guidelines for Success in the proper side of the chart after clapping it together. SWIM (S is for Safe, W-Work Hard, I-Am Respectful, My Responsibility). The categories were 'measures with Quarter notes', 'measures with half notes', 'measures with Quarter Rests', etc. (I had the measures pre-made...laminated as cards). This year, my PgP element was "Helping students examine similarities and differences, so at the end we all traveled around the classroom to each groups' chart paper to see what they wrote. Then I asked all students from lower grade levels questions that helped them to not only examine but analyze the similarities and differences between each of the four measures. It was something new this year I tried, and it was successful. The students remembered the SWIM Guidelines for Success while playing instruments in the music classroom, because of how often it was chanted drilled and used in different lessons (with or without instruments). |
5/6/2019
Topic:
Assessment of Learning
LaShaun Tribble
|
Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
Two years after I had begun teaching, I was confronted with expanding my music Teaching skills because I had not only 1 student but an entire ESE class. There were students with down syndrome, autism, ADHD, OI (Other Impairment), etc. I usually would focus on Appropriate Pacing or Mediated Scaffolding. However, I decided to Create Response Cards, Categories, and Technology for instrumental families. (1) Some students were able to play a Little Einsteins Instrumental Families game on Disney Jr. (2) Some were able to utilize the response cards that were laminated and small enough to fit on their tables. Those students were able to sort the pictures...it was successful! (3) Some were following me with an iPad in front of their group asking them which instrument goes with the corresponding instrumental family. They used their response cards that simply say Yes/No.
It was tailored to their learning levels. It was very successful. I was relieved, because I had been thinking of how I could assess all of the students on the same day within 25mins. |
5/7/2019
Topic:
Students with Disabilities
LaShaun Tribble
|
Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
I have a student with ADHD in third grade this year, because he repeated third grade this year. He has behavioral issues that prevent him from focusing on classwork. This also means that he will have seriously delinquent behavior...kicking other students...to providing students with candy the next day. I have to be certain to give more of my attention in accommodating the setting of my classroom using 2 separate assigned seating charts for his class. I also have to utilize the UDL Principle #2: Guideline 5 Provide options for expression and communication as well as modifying behavioral procedures for my class. It helps with the concept of student-led learning and learning accountability. For example...He is the ensemble leader for drumming sessions, and he calls "tiger paw 5" to gather the attention of the other students when it is time to go to the next music center area. |