2/18/2019
Topic:
Students with Disabilities
Rogina Carden-Wilkinson
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I teach students with all sorts of disabilities: hearing imparments, intellectual disabilities, autism spectrum, the list goes on. For this reply I will focus on a student whos is deaf/hard of hearing. This impariment affect my student's ability to quickly hear specific changes in music. Thankfully, she is a hard working student who is eager to learn and puts forth the necesary effort. We use a special microphone device to help her hear instruction more clearly and she is good to make sure that she is sitting towards the front in every class. Some ways in which I have modified instruction for her (as well as her class) is to play listening examples more times than I would for a non-hearing impaired student. I also will repeat the instruction, as well as write down the important directions. My goal is to begin using more visual aids such as listening maps. |
4/8/2019
Topic:
Tools and Strategies
Rogina Carden-Wilkinson
|
- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
The first strategy that I used today actually was tiered instruction. I took the tiered questions from the Elementary example on page 11 of 17 and I applied them to 5 different levels of readiness students in my classroom. I just bought 5 lollipop drums with my lead money and found this tiered lesson to be a great way to introduce the drums. Each group (that I had determined ahead of time) received one question and had to share their discussed answers with the class. This lesson also employed cooperative learning because the students were teaching each other about the new instrument that they had all received. This activity worked very well because it allowed students both with and without disabilities to converse with peers on or near their level while also having responsibility to the group as a whole. |
6/3/2019
Topic:
Assessment of Learning
Rogina Carden-Wilkinson
|
One way that I have adapted an assessment was for a student that was mute. Instead of orally responding to an oral exam. I gave the student visual options to choose from and then select the correct answer. This method worked well for this student and I could visually see the anticipation anxiety relax from their face when I had the visual selector instead of requesting an oral response. |