10/11/2019
Topic:
Students with Disabilities
Daryl Taylor-Hazel
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I have an autistic student who does not focus. He will pace, mumble, and sometimes shout out a word. He was not responsive to any rhythmic instruments that were available. During a class focusing on the scale, I began to play on the electronic keyboard. He was immediately interested. He stopped pacing and focused on the keyboard. I asked him if he would like to play it. He walked over and waited for me to show him how the keys work. I demonstrated a scale and asked if he would like to try. He did, and it was correct. After that, he became more interested in class and began experimenting with rhythm instruments. |
10/11/2019
Topic:
Students with Disabilities
Daryl Taylor-Hazel
|
I believe giving extra time is essential. By doing that, you are helping to grow confidence. Sarah Hoyos wrote:
For my student with autism, I allow him to take extra time to complete his assessments. He often gets overwhelmed when being tested in front of other students as well, so I allow him to go to a different classroom or pull him out of class to assess him individually- especially when it is a singing activity. He also responds much better when I play music more softly and when the classroom is calmer during testing.
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10/11/2019
Topic:
Students with Disabilities
Daryl Taylor-Hazel
|
I used adaptive assessment with one of my students with autism. He was not usually verbal and did not respond to the Kodaly Method. Instead of asking him to display the rhythm with Ta Ti, I gave him rhythm sticks and allowed him to use them to play the rhythm. |