5/14/2023
Topic:
Students with Disabilities
Jenny Ross
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I currently have a student who is both a student with autism and hearing impaired, in fact, she is deaf with no hearing at all. While she does have a cochlear implant, she refuses to use it because going from total deafness to hearing so much overwhelms her. Additionally, her home language is Spanish and her parents speak little to no English and know no American Sign Language, which she is learning at school. The student has been in my elementary general music class for about 2 1/2 years. During this time, I have watched her blossom thanks to ESE services provided to her by our district. Initially, she refused to join group activities, shutting down and trying to sleep in class. Last year, she was paired with a wonderful ASL interpreter/teacher who she bonded with over the year. As her capacity to use ASL increased, her personality began to shine through; she is an actor who loves to be different characters and be expressive through movement. I encouraged her to sit close to the speaker and physically touch the speaker to feel the steady beat. She learns much through visual cues and watching her peers. She is now a leader in class, actively participating and wanting to pass out materials and instruments. Her behavior, focus, participation has all increased and she is developing relationships with her ESE and General Education peers. |
5/14/2023
Topic:
Tools And Strategies
Jenny Ross
|
Option 1: The two strategies that would benefit one of my students with disabilities in my 7th grade chorus 2 class would be the mnemonic device and technology. The student could use a laptop to create a picture collage generated from the internet to graphically depict the sentence, "Fat cows graze daily at Elmer's barn. He could then print it and share it with the class as a presentation for remembering the order of sharps. |
5/14/2023
Topic:
Assessment Of Learning
Jenny Ross
|
I recently ended a recorder unit with 5th graders utilizing "Recorder Karate". My general education students practiced independently at their level in small groups, while I provided small group instruction to the ESE students as well as lower performing gen ed students who had never studied recorder before my class. I was able to differentiate and modify the assessments of these two groups of students by changing the focus on learning for each group. For the gen ed students and higher performing ESE students, we concentrated on imitating patterns with correct fingerings, while I concentrated on teaching proper blowing and fingering technique to the lower performing ESE students. |