5/22/2019
Topic:
Students with Disabilities
Sarah Albritton
|
I currently have a 3rd grade student with Down Syndrome who is mainstreamed for music class. Her disability have affected the speed at which she learns lyrics to songs. She does not learn them as quickly as other students, and sometimes gets them mixed up. I often use repetition, which helps her learn them. I also use some songs that are repetitive and have few words. Her disability also affects her fine motor skills. She has a paraprofessional that attends music class with her that provides one-on-one help when she has to do things such as play instruments. With extra help, she is able to play instruments such as the recorder. I also allow her extra time to write things like vocabulary definitions. Her neighbor keeps their folder open so that she can complete what she needs to write even if I have gone to the next slide in a power point presentation. |
5/22/2019
Topic:
Tools and Strategies
Sarah Albritton
|
One strategy I could use in my classroom would be task cards. I could use this strategy for a listening activity. Card 1 could be a guided listening map of the music where students circle specific things they hear in the music, such as dynamics, tempo, etc. Card 2 could have categories such as tempo, dynamics, mood, instruments, etc. that they fill in from knowledge they already possess.
Another strategy I could implement in my classroom would be differentiated assignments. I could give students instrument parts based on current knowledge of music and abilities. For example, students who are high achieving would play the 1st clarinet part. Students who are average could play the 2nd clarinet part. Students who are struggling or who have learning delays could play the 3rd clarinet part. If necessary, I could write an even simpler part to accommodate students with disabilities. |
5/22/2019
Topic:
Assessment of Learning
Sarah Albritton
|
I have a 5th grade student that has ADHD. He is easily distracted, especially during independent written assessment. One assessment accommodation I could use is prompts throughout the assessment. I could prompt him to do each section to help him focus on one thing instead of giving him the whole assignment to do with only instruction at the beginning. Another assessment accommodation I could use is preferential seating near the teacher. This will help the student not be distracted by his peers, and will allow the teacher to redirect and prompt the student as necessary with as little distraction to the other students as possible. |