3/23/2022
Topic:
Students with Disabilities
Lindsey Manring
|
Sara DiPardo wrote:
I have a wonderful student with cerebral palsy. The student is in a wheelchair but also has a very nice walker. The student usually comes to music in the chair though. The student also has a paraprofessional that helps. the student sits on the end where I can get to them more easily and help. The student is very rigid and stiff and has limited use of the left hand but can more easily use the right. I do accommodations with mallet instruments with by having her play the larger ones. I still help with my hand on top to guide. Recorder is something I am struggling with accommodations for. I try to cover the students hands but it's difficult having to use both and not very successful.
I repeat directions although the student doesn't have any problems with hearing but with speaking. I have had the most success with dancing/motion that only requires the upper body. The student LOVES this especially if it's a game where if you move robotically or can be "silly" the student is more successful and obviously has more fun too.
This has been my first student with Cerebral Palsy and I have already learned so much about accommodations. I am embarrassed honestly in how little I feel I have done. I need to work on SO much. This course has made me so aware. I look forward to using a lot of these ideas next year! |
3/23/2022
Topic:
Students with Disabilities
Lindsey Manring
|
I loved the part about how you learned so much from your student. I've found that too...always learning from their different needs and learning styles. I hope to learn more about the different accommodations and needs through this course too!
Sara DiPardo wrote:
I have a wonderful student with cerebral palsy. The student is in a wheelchair but also has a very nice walker. The student usually comes to music in the chair though. The student also has a paraprofessional that helps. the student sits on the end where I can get to them more easily and help. The student is very rigid and stiff and has limited use of the left hand but can more easily use the right. I do accommodations with mallet instruments with by having her play the larger ones. I still help with my hand on top to guide. Recorder is something I am struggling with accommodations for. I try to cover the students hands but it's difficult having to use both and not very successful.
I repeat directions although the student doesn't have any problems with hearing but with speaking. I have had the most success with dancing/motion that only requires the upper body. The student LOVES this especially if it's a game where if you move robotically or can be "silly" the student is more successful and obviously has more fun too.
This has been my first student with Cerebral Palsy and I have already learned so much about accommodations. I am embarrassed honestly in how little I feel I have done. I need to work on SO much. This course has made me so aware. I look forward to using a lot of these ideas next year! |
3/23/2022
Topic:
Students with Disabilities
Lindsey Manring
|
In my first grade classroom we had a student with Down Syndrome and she benefited from small group and partner work the most. She became confident and familiar with her classmates who were confident and eager to help. Before any lesson I always modeled to the entire class and for her group and for many of the children it was important to break the task into smaller steps, modelling each one, and asking for them to repeat and practice. |
4/6/2022
Topic:
Tools and Strategies
Lindsey Manring
|
one of the most important strategies in an elementary level classroom that I've seen the benefits of, is cooperative learning. The students are focused, excited about the lesson and they feel like working as a small group/team is a privilege. It is an amazing life skill plus helping students to learn from each other and hear the lessons in different ways. Another great strategy I have used successfully is learning contracts. Even as young as kindergarten students can benefit from the lessons of self-pacing/regulating, self-evaluation, goal setting, time management and more. I remember using clipboards and pictures of the tasks required of my youngest learners on their contact. This allows students to work at their own pace and learn how to be independent. |
4/6/2022
Topic:
Assessment of Learning
Lindsey Manring
|
An example of adapted assessment that would benefit an entire differentiated classroom is response cards. The pressure of taking a quiz or test is off. Students are comfortable to use their devices, white board or chalk board to participate. When we've turned this into a game it really increases their level of interest. While the teacher can learn so much from this quick glimpse, the students are engaged and all students are reached. |