6/23/2023
Topic:
Assessment of Learning
Valerie Nunez-Caicedo
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I teach a small DHH and blind population at my school. For my DHH students, I use more visuals and music maps to help them follow the music and have them sit closer to a large subwoofer. For my blind and visually impaired students, I use a board called a Draftsman board with special paper that creates a tactile/raised surface after you draw on it to enhance the music maps, and utilize a velcro board with different manipulatives for creating or assessing things like form. |
6/23/2023
Topic:
Tools and Strategies
Valerie Nunez-Caicedo
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| When I see my self-contained DHH classes, I connect a few of them to the FM system in my room. Some of their hearing aids connect and students with cochlear implants typically do not, and we have an ASL interpreter as well. I spend a lot of time searching for video resources that are accessible to them, which doesn't just mean videos with closed captions as an option, but that they're accurate, don't cut out, and include translations if a person in the video is speaking a different language. | |
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6/23/2023
Topic:
Students with Disabilities
Valerie Nunez-Caicedo
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| This past year, I had a blind Kindergarten student who excels in music. In preparation for their performance of a mini-musical called Pajama Party, this student was given a copy of the lyrics in braille to take home and one that was kept in my classroom. He would practice reading the words at home and used the one in the music room if he needed a quick reference. When we added choreography, the classroom aid would help orient him if he got confused. For the performance, he stood on the risers next to a rail to help stabilize him, and the classroom aid was on the other side for additional support that he might've needed. | |
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