11/12/2021
Topic:
Students with Disabilities
Chrissy Leffelman
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I currently teach at a school that is considered a cluster school for children with Autism Spectrum Disorder. What I see most often in my ASD classes is children who will not participate unless prompted or have difficulty participating in body percussion or properly playing an instrument. I use hand over hand, modeling and constant positive feedback to motivate and reward their efforts. They are often so proud of themselves when they are successful and that is rewarding for me. I also adjust their lessons to their learning needs and what they enjoy in music the most and have found that I am still able to meet curriculum objectives for their grade levels. I also incorporate quick moving transitions, calming music in between activities and lots of opportunities for free movement. They are precious to me and making music fun for them and with them is just the best! |
11/19/2021
Topic:
Tools and Strategies
Chrissy Leffelman
|
First, I think a combination of learning centers and technology would work well in my classroom because of the variety of activities I can create and include for my students. I have a lot of inquisitive and active students who love to be hands on. They love playing instruments and using manipulatives in class and I think working in small groups or partners to work in a learning station would be quite beneficial for my students. Including technology would be an added bonus because, as many kids are, mine are very much into technology and enjoyed a lot of what we could do during the quarantine.
I think the use of self-reflection and evaluation would help my students understand what they are learning, think more about what they are learning a discover new things to enjoy in class and ask questions to further what they are learning. Allowing for deeper understanding is a great tool to use in the advancement of content and the enjoyment of music. |
11/19/2021
Topic:
Students with Disabilities
Chrissy Leffelman
|
I taught a second grade ASD section for summer school recently. It was my first time teaching an ASD class exclusively for academics since I am a music teacher. I had a group of 12 students who required a vast and varying schedule of accommodations, learning styles and abilities. My toughest task was learning how to teach them using their IEPs. I had no knowledge of these students except for two days before summer school started. It was a tough start, but I used their IEPs and my own observation to guide me. From there I was able to create assessments that tailored to each of my students. Some students needed prompting, some students needed verbal assessments and some were able to answer questions in written form. As the days went on, I became more fluent and effective and found that abiding by their accommodations and providing the best summer school education I could for them wasn't so daunting after all. I truly enjoyed my students I hope I get to teach them in 3rd grade summer school next year! As for my music classroom, I have taken what I learned in the summer and found that it is much easier and far less overwhelming to accommodate all of my students and their needs in lessons and assessments. I am taking what I learned and designing lessons, activities and assessments for music content that more accurately reflect what my students have learned and are learning. |