4/15/2020
Topic:
Students with Disabilities
Nicole Messner
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A kindergarten student enrolled at our school halfway through the year with brittle bone disease. She was super tiny, in a tiny wheelchair, and had an aide with her for specials. Her chair was so small she could not see or reach the top of the conga drums I use often in her class. I ended up giving her a set of smaller bongos to play. But, she couldn't hold them in her lap bc she doesn't really have a big enough lap to hold them. So we played around with chairs/desks/whatever until we figured out the bongos could sit on a glockenspiel rolling cart/stand.
I had to adjust some activities such as standing and holding the parachute instead of sitting on the floor so she could access it or go underneath it. As she gets older I will need to figure out how she can participate in playing the recorder and the piano keyboard. |
4/19/2020
Topic:
Tools and Strategies
Nicole Messner
|
I can use guided notes to help students focus on what content I want them to learn in a particular video. Often they focus on things like what the people are wearing, or some other thing unrelated to the content.
I can also use cubing as a graphic way to differentiate content. By separating the students into groups, each group can fill out one side of the cube, then present it to the rest of the class. They are focused on one aspect of the concept, but will also learn from others the other aspects. Students can be divided into groups based on ability level or as peer helpers.
I have used an ipad for demonstrating what notes are high and low w several students. They struggled to hear the differences, and opening the app that tracks frequency, they could see the soundwave differences, which engaged them more in the lesson. It also engaged the students who could hear it too! |
4/19/2020
Topic:
Assessment of Learning
Nicole Messner
|
For a listening and identifying a rhythm, I have used an adapted paper test for my ESE students. Instead of a test w 4 possible answers, I narrowed it down to 2 answers. An easy adjustment so they could focus on hearing and reading the correct rhythm without having to figure out 3 other rhythm patterns.
Two options that could benefit my students for accommodations are presentation and how setting. I've transferred recorder music from written music to a color coded pattern for ESE students. For those same students, I allowed them to come to the room at another time to take their playing tests. That way I could take more time with them and they would not feel so stressed in front of another class (since they are mainstreamed in). |