9/6/2019
Topic:
Students with Disabilities
Jocelyn Escobar Patterson
|
For the past few years I have had this students. He is a student with autism and language impairment, last year he was in 2nd grade. When I first met this student two years ago in 1st grade, he struggled to communicate his wants and needs in music class, he would look to his paraprofessional to answer questions and interact with peers and me, he would also need his para to help lead him to instruments even when playing them, he also did not sing, and when he did he would speak the words. Some strategies I tried to help this student be successful was to have a lot of opportunities for him to lead his classmates in pointing through rhythms or songs, repetition of some activities but challenge him with new songs. I would also give him an opportunity to communicate with me his choice of instrument, allow him to answer questions either verbally or sometimes nonverbally through pointing, or showing through answer cards. He is now in 3rd Grade and I have noticed that he is very quick to understand an activity like reading rhythms, singing in head voice, or playing instruments. He is even answering questions, and willing to volunteer to demonstrate or help classmates during class even his regular education peers.
edited by Jocelyn Escobar Patterson on 9/6/2019 |
10/8/2019
Topic:
Tools and Strategies
Jocelyn Escobar Patterson
|
One Strategy I can use are graphic organizers specifically the semantic map. This can help my students make connections between concepts and our vocabulary. For example if we are focusing on Expressive elements, students can connect previously discussed vocabulary and concepts such as tempo, dynamics, style, mood, and etc to the new concept expressive elements. I believe this would help my students with disabilities in being able to connect previous concepts and vocabulary we worked on to see the bigger picture.
Another Strategy I can use is task analysis cards, using task cards with my students with disabilities can help them break down the task into smaller bites and give them the overall outcome of where they will be at the end. For example the Recorder they start with counting the rhythms but they can see that by the end of their task car they will be playing with little mistakes. |
10/21/2019
Topic:
Assessment of Learning
Jocelyn Escobar Patterson
|
I use a lot of different informal and formal assessment strategies one that has been my favorite and most successful for my students is response cards. One example of a response cards I use is a card with two colors (red and yellow), I ask students to choose between two answer choices, or I use it for students to follow the changes such as dynamics one color is piano the other is forte and they switch back and forth depending on what they hear. I also sometimes use white boards and have a powerpoint that shows several answers to the question and have students write the response out. I use these type of response cards with all my learners.
I have a student who is non verbal that this specific strategy work for him, he is able to show me with the response cards and write out his answer but is unable to articulate his answer. |