4/27/2018
Topic:
Students with Disabilities
Katherine Rafalski
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I have a student with Cerebral Palsy who is non-verbal but still mobile. She has difficulty with fine motor skills and I often either adjust what she is doing or have some one help her. We are currently doing ukuleles I have her sit by the friend she is most comfortable having help her that way she can have help while still trying to do independent work. When we do singing activities she moves her mouth and her arms to show that she is participating. Other adjustments I have made sure to make for her are to have a chair instead of her standing on the risers as she feels that she would fall. She loves participating in everything and never wants to be left behind from what the other students are doing, so I try to be as accommodating and flexible with her as I can be. |
5/2/2018
Topic:
Tools and Strategies
Katherine Rafalski
|
- Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
1. Note Card groups- I can use this tool to create centers for the students to work at. This way I can work with small groups or pair my students who need extra assistance with students who understand. I can use this with a describing the music lesson. One group could use words to describe, another a picture, another area could create a dance, and another area could do a written thing.
2. Mnemonic instruction--I would use this for the treble or bass clef notes or even for the strings on a ukulele or violin. I would have the students come up with their own ideas as well as teaching the original as I find they remember them better if they do. |
5/2/2018
Topic:
Assessment of Learning
Katherine Rafalski
|
Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I had some non-verbal students who were in my ESE class. I used with them a smartboard game to assess if they recognized and knew how the pitches sounded and in what order they should go. Another type of assessment I used with that particular class was for reading then playing. I wrote rhythm patterns on the board and would write it in multiple ways so that students could read either iconic or exact language depending on their ability. |