1/8/2022
Topic:
Students with Disabilities
Marilyn Krug
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I have 8 ASD students that come to my 3rd grade class with an assistant. I have seated them at the front of the room so myself and the assistant can help. One is visually impaired, so I allow him to move to the point where he can see the whiteboard. When trying to playing a recorder or ukulele, I can show him individually the notes by numbering the fingers and feeling the holes or frets. A student helper sometimes will say the note names and he recognizes the fingering. |
1/17/2022
Topic:
Tools and Strategies
Marilyn Krug
|
In my 4th and 5th grade classes, I use Peer Partners with autistic students. I try to pair an ESE student with someone who is open to helping them. When learning Patterns & Form with Garageband, each student is responsible for creating an "A" or "B" pattern. Ipads are an ideal way to teach from a technology point of view. At the end of the project, either one of the partners can share what each student has contributed. Even though we do not have enough for every student, the students really enjoy listening to their projects on my "big" speakers. |
1/17/2022
Topic:
Assessment of Learning
Marilyn Krug
|
I have had several students in the past that have trouble learning to play a song on the recorder. Everyone in the class must learn to play certain notes by the end of each quarter by performing in front of the class. When my ESE students are playing, I will try several options. Option 1 is to play the song in front of the class at your own speed (many times with help). Even if the sound is not great, I can see if they are fingering the notes correctly. For students who are socially anxious, Option 2 is to play with a buddy or group while I watch closely what they are playing. Option 3 can be an adaptive recorder and/or playing privately for me while the rest of the class is working on another song. |