7/29/2021
Topic:
Students with Disabilities
Kathleen Kerstetter
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I teach at a school with a center for students with Autism. When planning the physical layout of my room, I take extra thought to the seating plan for students with Autism. For example, "Scott" will be one of several students with autism included in the music room. Scott is high functioning with a sensitivity to loud sounds. I pair him with a peer-buddy, and place him on an aisle seat that is not directly in front of the sound speakers or piano due to his sound sensitivity. This seating arrangement allows teachers or assistants easy access to assist without triggering a negative reaction to any loud music. His peer-buddy can assist him with any tasks, and can help check his work. Peer-buddies also develop friendships with the included students which helps with positive social emotional learning. |
7/29/2021
Topic:
Tools and Strategies
Kathleen Kerstetter
|
One piece of technology I find very useful to assist students is my interactive white board with a camera. The white board part allows me enlarge music for students, and to play videos in which each beat is highlighted - a la "follow the bouncing ball" style. This helps students keep a consistent and steady beat while playing the music. The technology also allows me to slow down the tempo to meet the needs of the student. With the addition of the camera, I can show the students themselves (either recorded or live) so that they can identify and correct playing position, posture, etc. |
7/29/2021
Topic:
Assessment of Learning
Kathleen Kerstetter
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I have several students with autism. When doing rhythmic dictation assessments, I give students pre-printed, color coded cards with rhythmic symbols. Instead of writing the rhythm answers, students can arrange the cards to represent the rhythmic correct rhythmic patter. Using color coded cards helps the students visually see the difference in the written notes and allows for the teacher or peer to quickly determine if the student has the correct answer. |