3/16/2017
Topic:
Students with Disabilities
Emily Ewing
|
I currently teach Chorus once a week to 4th & 5th grade students. One of my students has ASD, and while she is high functioning has a difficult time understanding directions, interacting with peers, and is easily frustrated (especially when I change the routine of my class). To help her, she stands in the front row so she is close to me and I can quickly explain instructions and help her when our class routine changes. I also hand picked the students she sits with during snack time (fun chatting girls who will ask her questions and listen to her response) and when in line singing (students who do well following instructions, and will be understanding when she is frustrated). Another thing that's proven most helpful has been talking with her classroom teacher from time to time, and chanting with her Dad after performances. |
3/16/2017
Topic:
Students with Disabilities
Emily Ewing
|
I LOVE your idea of cutting a hole in a tennis ball and sliding it onto the mallet so your student could hold it easier. Awesome idea  BRAVO!!!!
Katherine Berry wrote:
I currently teach two self-contained ESE classes, one for students who are K-2nd grade and one for students 3rd-5th grade. My older Access Points class, the name of our self-contained ESS classes, is paired with one of my general education 2nd grade classes. Though it does make the class size quite large, it also allows me to pair those students who are struggling to understand music concepts with another classmate who can assist them in the class. I especially use student buddies when having the students complete music compositions. Each student is given a measure to complete, and if one of my ESE students is having trouble writing the notation I will have their buddy work on verbally saying or physically clapping their chosen rhythm first and then asking their buddy to dictate the rhythm for them. Additionally, when we work with mallet instruments or rhythm sticks, one of my students who has severe Autism has difficulty holding the smaller dowels, but by cutting a hole in a tennis ball or stress ball and sliding it onto the mallet he is able to hold it much easier and with a more proper grip. |
3/16/2017
Topic:
Students with Disabilities
Emily Ewing
|
Thanks for the reminder to use closed captioning for instruction videos!!! A MUST when working with students who are D/HH
Karen Watson wrote:
I currently have two students who are brothers and are hearing impaired. One in Fifth grade and one in second both do not have hearing aides at this time. I use an amplifier and mic for them for instruction. Also have them sit near the sound system for singing (they do very well with this) and put closed captioning on for instruction videos used in the classroom. Our county also has a hearing impaired teacher who regularly consults with me with ideas to use/try. |
5/1/2017
Topic:
Tools and Strategies
Emily Ewing
|
The first strategy I'd like to implement into my music classroom is Discovery Learning. I can use Discovery Learning with my younger students with ASD when introducing and learning to play simple percussion instruments. Because students are encouraged to use personal discovery and exploration this will allow for a wide range of acceptable responses. I would use the outline 1) Describe it 2) Compare it 3) Associate it 5) Analyze it 6) Apply it 7) Argue For or Against it.
The second strategy I can implement into my music classroom is Cooperative Learning. Using Kagan Cooperative strategies, such as "Think-Pair-Share" and "Find Someone Who", students in my upper grades who struggle with social skills will have opportunities to work with others while seeking a common goal. In addition, Cooperative strategies help all students develop positive interdependence and individual accountability. |
5/5/2017
Topic:
Assessment of Learning
Emily Ewing
|
When doing ActivExpression assessments with my self-contained ESE classes I never changed the assessment, or made it less challenging, instead I provided students with extra support. For example, one class I did a review right before the quiz and allowed the students to take notes using a music whiteboard. That way during the assessment, they could use the whiteboard to help them answer tough questions, double check their answer before they sent it, and having their whiteboard made them less scared to take the assessment knowing they had support. |