1/3/2022
Topic:
Students with Disabilities
Sara Myers
|
Currently I have several students with disabilities that come through the Music Room each week. In particular, I have a Kindergarten student with Cerebral Palsey who is wheelchair bound. She also is non-verbal. She still absolutely loves coming to the Music Room each week as she loves hearing music and will smile, laugh, and wiggle/dance in her chair to the music! Although she does not have much muscular control, she loves to use chopsticks like drum sticks on her tray or a tambourine or light mallets on a small xylophone. She also gets preferential seating in a space where she is in the middle of all of her friends without blocking the view or space of others. She loves being included, even if she is not doing the exact same thing as her classmates. She has a tablet with different phrases or typing capacity to help communicate and she always tells me how much she loves coming to the music room. I love having that opportunity to help her be included and experience music. |
1/3/2022
Topic:
Tools and Strategies
Sara Myers
|
Option 2: I currently have a Kindergartener in a wheelchair who is also non-verbal. She uses an iPad/Tablet program that has different emojis and frequent phrases (with pictures) and questions to help her communicate in our music classroom each day! That way I know if she needs the restroom or a tissue, or if she has a question! It is a great aid in helping her integrate and participate in my room. She also has the option on her tablet to type out anything she needs that is not outlined on her main phrase board. For example, last month she was able to ask me about getting a new chopstick (which she uses in place of heavy drum sticks with us) after accidentally breaking one.
This communication tool helps me know her needs and questions and answers as well as helping her feel more included and heard! |
1/3/2022
Topic:
Tools and Strategies
Sara Myers
|
Option 2: I currently have a Kindergartener in a wheelchair who is also non-verbal. She uses an iPad/Tablet program that has different emojis and frequent phrases (with pictures) and questions to help her communicate in our music classroom each day! That way I know if she needs the restroom or a tissue, or if she has a question! It is a great aid in helping her integrate and participate in my room. She also has the option on her tablet to type out anything she needs that is not outlined on her main phrase board. For example, last month she was able to ask me about getting a new chopstick (which she uses in place of heavy drum sticks with us) after accidentally breaking one.
This communication tool helps me know her needs and questions and answers as well as helping her feel more included and heard! |
1/3/2022
Topic:
Tools and Strategies
Sara Myers
|
Option 2: I currently have a Kindergartener in a wheelchair who is also non-verbal. She uses an iPad/Tablet program that has different emojis and frequent phrases (with pictures) and questions to help her communicate in our music classroom each day! That way I know if she needs the restroom or a tissue, or if she has a question! It is a great aid in helping her integrate and participate in my room. She also has the option on her tablet to type out anything she needs that is not outlined on her main phrase board. For example, last month she was able to ask me about getting a new chopstick (which she uses in place of heavy drum sticks with us) after accidentally breaking one.
This communication tool helps me know her needs and questions and answers as well as helping her feel more included and heard! |
1/3/2022
Topic:
Assessment of Learning
Sara Myers
|
Last year I had a student with visual impairment and limited motor capabilities in 5th grade who was still required to take our district's standardized End of Year assessment. I was able to help this student by printing out all questions and their multiple choice answers on larger paper with much larger font than her peers. She was also given a whiteboard and thick marker to use to write her answer. So she would read the question and options, write that letter on the whiteboard at a size and pace most comfortable for her, and then her one-on-one paraprofessional would record her answer on the answer sheet provided.
This way she could still take the assessment, and still be responsible for the act of answering, but her paraprofessional aided in the filling of the scantron. |