6/28/2019
Topic:
Students with Disabilities
Sarah Morrell
|
I had an student with autism in class piano with 20 other students. This student often seemed frustrated evidenced by tears and sometimes crossed arms. She could be frustrated because she couldn't master a piece or technique, or because she was not understanding the instructions. One thing I did that was helpful was to approach her individually as others students were working independently. I could often ascertain what was upsetting to her, and help her towards a solution. Sometimes demonstrating or re-teaching the concept worked. Occasionally I needed to modify the content a little. |
7/5/2019
Topic:
Tools and Strategies
Sarah Morrell
|
I will definitely use centers for exploration and review of concepts and pieces taught in a unit. This will be valuable for both students with disabilities and students without, because unlimited review and having the support of peers is valuable for all learners. They will be able to hear pieces replayed on the computer as many times as needed., and work collaboratively to improve skills.
I will also use contracts. This will benefit all students in organization to support their success. I think it will be a good way to keep students motivated and to stay on task during independent practice. It will offer needed structure to the students practice session,. |
7/5/2019
Topic:
Assessment of Learning
Sarah Morrell
|
In my class piano course I have often used adaptive assessments. In written quizzes I ask students to explain what the question is asking. If the student demonstrates understanding of the question, I often have the student answer verbally or show me in the piano, rather than writing a response. This has been very effective in evaluating students with disabilities. I have also reduced the number of items in a unit assessment, so the concepts are evaluated, but with fewer items. This has been effective in evaluating students with disabilities. |