1/8/2018
Topic:
Students with Disabilities
Kara Thibodeau
|
I have a student with Orthopedic Disabilities that doesn't allow him to move freely and with control because of his spine. When we create movement to songs, I usually try and have a student create a new movement for the class to do. The rest of the class follows. If we are doing a more concrete pattern, I assign a buddy to hold hands with him and it is a great help when students are involved more. |
1/8/2018
Topic:
Tools and Strategies
Kara Thibodeau
|
The two strategies I may use are:
1)Self-assessment - I allow my students to do a lot of assessment of others and even myself, but not much emphasis on self assessment. I could have each group perform a small improvisational song and then allow for them to grade themselves while looking at a musical rubric.
2) Peer support is also another example that I may use more frequently within my classroom. I love whole group instruction and I know that they may benefit from being put into partners to explore more in depth thought processes and individual needs.
I assisted a student with disabilities in my class with the projector on my white board. It allows a visual impaired child to see the music at a larger view and at a color that worked better for him as well. |
1/8/2018
Topic:
Assessment of Learning
Kara Thibodeau
|
I have a student who was visually impaired and the vision improved when things were in green and blue. Throughout the year, I had two pictures up side by side of the same rhythmic values, but one was black and white and the other was blue on green. When it came time to assess on the rhythmic knowledge of quarter notes and eighth notes, I was able to give the same test to my visually impaired child and it was successful. |