10/2/2017
Topic:
Students with Disabilities
Jovanna Magersuppe
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My school includes a center for students with Autism. We have about 60 of these students, and most are mainstreamed with the general population for lunch, recess and Fine Arts. This lines up with their IEPs, which do not list Fine Arts specifically, but mentions a percentage of time each day that they should be with the general education population. We had a class of six K-2 non-verbal, very low functioning students with ASD who were mainstreamed with an incredibly large class (and a half!) of 3rd Graders. The Fine Arts Team begged administration, and got permission from each parent, to temporarily see that group alone until they could manage the procedures and routines of the Fine Arts classes. In the meantime, the students are having a lot of success being by themselves! There are 4 adults with me, assisting 6 students. We can take things at a slower place, do lots of repetition, practice procedures, do hand over hand for playing instruments, use puppets to "sing" for they don't. We do a lot more movement and musical games. We celebrate each little success as it happens and the students are happy in music! The parents, however, are concerned that they aren't getting the benefit of the mainstream experience, so we will soon return to them being mainstreamed. This time, however, they will be with a small 1st Grade class, which is more age appropriate for them. I wish their parents could see that the rigor and pace of the "typical" music room is overwhelming for their children, and that having them alone, even for a while, IS the least restrictive environment for them! |
10/2/2017
Topic:
Tools and Strategies
Jovanna Magersuppe
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Our elementary school of almost 900 students contains a large unit of students with Autism (about 60). To take attendance in Music, I sing each child's first name, and they echo back, trying to match my pitches. Many of our students on the ASD spectrum, even if they aren't singers, mumble, or respond verbally with some sound or another. We have one student makes no communicative sounds, but she has a special iPad which helps with her communication needs. Working with the Speech teacher, I have been a part of programming the iPad so she can "sing." I sing her name and she presses the button which says her name out loud. I have also helped to program frequent responses, instrument names, and music vocabulary so she can participate. She has a paraprofessional who helps her as well. This has been very successful in Music. |
10/2/2017
Topic:
Assessment of Learning
Jovanna Magersuppe
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I once had a Kindergarten student with Selective Mutism. She would not speak, sing, or make a peep in my room (or anywhere at school). Since I take attendance in Music class by singing each child's name, she wouldn't participate. After we sing our names, the students go to the Orff instruments to warm up for our Rules Song. I would sit by her and have her respond with her name - first by mouthing it, then eventually whispering in my ear, and then, finally, singing quietly in my ear. After the year, and accordingly, years, went by, she became more and more comfortable in my room, eventually singing in front of others and even participating in 5th Grade Chorus. I just had to take her aside each week and have her go at her own pace, building her confidence with this accommodation. Technically, the accommodations I was using were: Taking the test in a separate location, and Individual administration. |