8/12/2021
Topic:
Students With Disabilities
Ashley King
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I have a student with autism and they are often overwhelmed by sound and have a difficult time staying in one space. I was able to accommodate this student by providing them with their own space, distanced from some of the noise in the room and also gave them the opportunity to march and move around as they learned and performed. |
8/12/2021
Topic:
Tools and Strategies
Ashley King
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The reflection strategy could be implemented in my classroom using a feedback loop. This will involve asking all students to self-assess. This could be done by asking "Which part was not sung as well as the others? What do you think the problem was? What are some ways we could address that problem and sing more accurately next time? This will allow all students, especially those with a disability to take ownership of their own performance and use their current knowledge of the content and technique to analyze their own work.
Peer partners with different groupings of students could be implemented in my classroom when working on instrumental or vocal pieces. Students could work together to discover the structure of a piece of music, or to master a section of the music. This will allow students with disabilities to interact with their peers in small groups and share their input and ideas in a comfortable setting. This will also allow students to assist one another throughout the learning process.
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8/12/2021
Topic:
Assessment of Learning
Ashley King
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During a composition assessment, I allowed several students with learning disabilities to verbally speak their rhythm to me instead of writing it down and then worked through the writing process with them.
When using exit tickets, I allowed one of my students to draw out the answer instead of writing it in sentence form.
I have also allowed students to use cut out pictures of notes for assessments on rhythm and note naming. |