11/13/2019
Topic:
Students with Disabilities
Laura Hutson
|
I currently teach a student with high functioning autism. He is in 3rd grade. He picks up melodies fairly quickly and can demonstrate an understanding of musical concepts. He struggles with noise. If the classroom gets too loud it bothers his ears severely. He also cannot stand the sound of the recorder. I have to be very careful to stay on a routine with his class especially because he takes comfort in the routine and knowing what is coming up. |
11/13/2019
Topic:
Tools and Strategies
Laura Hutson
|
One strategy that I could use in my classroom is Learning Centers. I can use this to differentiate instruction based on a student's level. It will also give me the opportunity to work more closely with students who need smaller group instruction.
A second strategy that I could use is cooperative learning. Having students work together on a project allows students to learn from each other and provides them with more support and access to ideas that may be different from their own.
I have used technology to assist a student with special needs. The student in my class has a severe gross motor delay. The student was having a great deal of trouble holding mallets and playing with the class. I was able to find a "digital xylophone" for the student to play and it was just right . She was able to play along and improvise with her peers. |
11/13/2019
Topic:
Assessment of Learning
Laura Hutson
|
In assessing soft/loud with a nonverbal student with a fine motor delay, I had cards, each with a different picture to represent soft or loud. Rather than circling an answer when the music played, as his fellow classmates did, I allowed him to point to the picture showing if the music was loud or soft. |