10/5/2021
Topic:
Students with Disabilities
Rachel Mann
|
I have taught many students with disabilities, but one in particular stands out, as she had a hearing impairment (Cochlear implants) as well as ADHD, combination type. She was a most excellent student, but there were several accommodations that she needed in class, including a microphone for me to wear, to sit in the front, and for me to always be visible so she could read my lips while speaking. |
10/11/2021
Topic:
Tools and Strategies
Rachel Mann
|
Two of the strategies that I have found most helpful are the Peer Partners and the Mnemonic Strategy. I've found that keeping the mnemonic device the same (i.e. All Cows Eat Grass) rather than letting each scholar come up with their own is less confusing and easier to remember. While letting them make up their own can be fun and a time eater, it doesn't typically help them with recall as easily as everyone using the same device.
I use the Peer Partners nearly daily in orchestra and band, particularly with the beginners, as I sit them two by two through the entire room. This has been the single most effective tool, as I'm able to strategically pair a student who is struggling with one who is not, and still have everyone participate. It also frees me up to walk around and assist where needed. |
10/11/2021
Topic:
Assessment of Learning
Rachel Mann
|
I had a student with Executive Function Disorder who needed multiple prompts, checks, and reminders for things like practice logs and listening journals. I created a separate practice log for her to log her minutes daily, as it was an easier habit than the monthly practice log the other students turned in. |