7/9/2020
Topic:
Students with Disabilities
sarah.harris
|
I had a student with autism in guitar class. He struggled with communication and was easily distracted. He was given a laptop to help with communication but I found it to be more of a distraction since much of the learning in guitar class was listening and watching and then trying themselves (not textbook/reading based like many other classes). After moving him to the front of the classroom to lessen distractions and putting him near a student buddy (IEP calls for working on social interactions through group and partner work), he was much more successful. I also found that when he was given one-on-one teaching, he learned very quickly and was able to progress ahead of other students despite his disability. During work times, the student would need redirecting to be on-task but was always polite. |
8/10/2020
Topic:
Tools and Strategies
sarah.harris
|
Option 1: One strategy I have already used in my classroom is differentiated assignments. Often I have more than one level in the same class so they are put in small groups with students who are the same level as them so I can go from group to group assisting students with their specific needs or questions. I could easily adapt this to perhaps creating a more simple work sheet instead of using our workbooks that move much faster than a student may be able to do.
Another strategy is using peer partners. Many of my students come to me with previous music knowledge so they can work as tutors or mentors for students who need the extra assistance. I could sit them next to each other so the mentor is always there to answer any questions that may be more specific to the ESE student. |
8/10/2020
Topic:
Assessment of Learning
sarah.harris
|
Option 1:
I had a student who had a really hard time writing. He was given a laptop (IEP) to use to do classwork so when we had theory work, I had him complete a comprable assignment that was online via his laptop instead of having to write answers/draw music notation. |