9/19/2022
Topic:
Students with Disabilities
Melissa Voshell
|
I have a student with Autism who responds very well to music. He started out pushing in with a Kindergarten gen-ed class last year and was able to sing and participate with the rest of the class by the end of the year. He has a para who comes in to Music with him each time. Most of the questions that I ask him are repeated back to me, but if I give him visual choices, we are able to communicate much better that way. This year he is coming to Music with his self-contained class and has shown leadership in many of our singing activities in Music class. |
9/26/2022
Topic:
Tools and Strategies
Melissa Voshell
|
Option 2: I have used Mimio pens to encourage my students to interact with content on my big screen. They like seeing that they have control over the choices in front of them and most of the time, the curriculum I use (Quaver) will play back their creations. I have also transferred interactive screens from this program on to iPads so that students can have their own personal device to work with the program. I can move around the classroom and assist those who need extra support, especially if the para is busy working with other students. |
9/26/2022
Topic:
Assessment of Learning
Melissa Voshell
|
I currently have two students who are twin brothers with ASD in a 2nd grade gen ed classroom working on a nursery rhyme rap project. With support from their para they used the Beatbox app in Quaver to create a 4 beat beatbox pattern to perform while a third student is 'rapping' a nursery rhyme. MARKERS are used to help the brothers keep track of the sounds as they perform them and the backing track (TECHNOLOGY) within the app provides audible support to help the group stay on a consistent steady beat. |