2/12/2018
Topic:
Students with Disabilities
Neus Sastre
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I have a group of 5th graders ASD students that come to music with a regular 5th grade class. Their inclusion is always during fine arts. I usually have to make two different adaptation for the ASD group because one of the students show different capabilities than the others.
Adaptations:
Low-Functioning ASD student: he has inability to establish relationships with peers, absence of language and sometimes aggressive behavior. He sits next to his one -on-one teacher and I partner him with other students from the regular class, so he has peer support. I do some adaptations to my lessons:
Playing instruments: I modify the instrument to fit his disability. He plays boomwackers, and I provide visuals for him to make it easier. He also plays unpitched percussion instruments
Singing: He loves singing, but he needs more time to learn songs. That’s why I send the songs to his homeroom teacher so she can play it during the week. When he comes to my class he is familiar with the songs. That decreases stress and he enjoys more the class.
Higher-Functioning ASD students: They establish relationships with peers, but their conversation skills are low. They sit with peers and I partner up with students from the regular class. I do some adaptations to my lessons for them:
Playing instruments: They play the same instruments as the regular class (Ukuleles and xylophones). When we play ukulele they play less chords so they don’t need to change positions very often. When we play xylophones they play I adapt their part so it is easier. They work with peers so they can help them.
Singing: They are in the same class as the student I’ve talked above, so they benefit of listening to the songs during the week as well.
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4/3/2018
Topic:
Tools and Strategies
Neus Sastre
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Two strategies that I use are task cards and task analysis:
Task Cards: it works very well when in the same class I have many students with different learning needs. Working in centers in small groups helps them to be more focused, and students can work according to their level and needs.
Task Analysis: breaking complex task assures the teacher that all students follow the basic steps. This strategy could be used when playing instruments (xylophones). First we read the music and learn the song. Before jumping to the xylophones we review the technique to play the instruments, and we practice the rhythm of the song with an invisible mallet. Then we jump to the instruments and we practice with our fingertips so we locate all the notes we have to play. When we play with the mallet we split the music in different parts and we learn little by little.
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