3/31/2020
Topic:
Students with Disabilities
Emily Szymanski
|
I teach a student that has cerebral palsy. He uses a walker and has less defined motor skills. His class has slightly modified lessons when necessary. They may learn a slightly less complex song on the xylophone or have different instructions for movement to songs. I try very hard to think of all changes before the class ever walks in my door because I don't want him or anyone else to know or feel like we are doing things differently because he has to do them a little differently. Aside from movement (dancing) which is rarely graded, his biggest challenge is moving his arms quickly, on a xylophone, for instance, or a triangle or drum. I make sure to choose slower tempos so he can keep up. Because of these unknown modifications, he is one of my top students and does't have unsuccessful experiences or negative interactions with other students in music class.
edited by Emily Szymanski on 3/31/2020 |
3/31/2020
Topic:
Assessment of Learning
Emily Szymanski
|
Option 1: I teach a class of students with ASD. For my mainstream kindergarten class, students learned a song to play on the xylophones and demonstrated their knowledge of high/low, fast/slow, and loud/soft. The ASD class was not yet ready to learn a whole song to play on the xylophones so instead of this, I called students one by one to the xylophone, gave them a minute of free play, then asked them to play the low or high notes, to play fast or slow, and to play loud or soft. this way they could demonstrate they understood the difference without the struggle of having to play a specific pattern. |
3/31/2020
Topic:
Tools and Strategies
Emily Szymanski
|
Option 1:
one strategy that is always implemented is task analysis. We break down every bit of a song before singing or playing, and every bit of a dance before moving.
another strategy I just tried to implement is learning centers. This allowed me to have small group instruction with all students while they composed their rhythm patterns, and gave the students a chance to independently use the smartboard, investigate instrument sounds, and practice their xylophone song. It worked well and every single student was successful in all parts of the lesson. |