5/6/2018
Topic:
Students with Disabilities
Holly Cady
|
I currently teach 24 autistic students ranging from Kindergarten through 5th grade. Each has their specific level of communication difficulties and reactions to external stimuli. They are divided into three self contained classrooms and come to music with different gen ed classes. I often pair the students with a gen ed buddy of their choosing which works for assisting with instrument control and behavior replacement reminders. I also have noise cancelling headphones and a tent in the back corner of the room with sensory balls of different sizes and textures, as well as some lighted balls. When the students get overwhelmed, they have their safe space to reset. They can bring the balls out of the tent and use them as comfort items while sitting or walking during activities. I learn from these students every time they are in my class as to how to communicate and how to interpret their sounds, movements, and triggers. With the help of their assistants, we are able to reach each student at their level and can help improve their communication and social skills. |
5/13/2018
Topic:
Assessment of Learning
Holly Cady
|
In the past I had a student with severe orthopedic impairments with frozen joints. I bought a multiple piece recorder from West Music which allowed me to customize the placement of finger holes to line up with the student's fingers so the student could play 'like the other kids'. With my current ASD students I use balls and other sensory objects for them to respond as they move through the classroom. One student who rarely participated is now operating my smart board regularly in class as we play recorder songs. The gen ed students follow wherever the ASD student takes them. The ASD student now is using facial expressions and body movements to represent lyrics of songs. |
5/13/2018
Topic:
Students with Disabilities
Holly Cady
|
I had an ASD student who was non-verbal yet very vocal. The classroom teachers did not know how to assess this student until I noticed certain vocalizations in the music classroom which corresponded to the rhythms and/or melodies being taught. I noticed the student responded to questions presented to all students with different vocalizations and different hands. I tried something I saw on a documentary for reaching ASD individuals; I would ask the student a question and give two possible choices. When giving the choices, I would shake a small piece of paper on either the left or right side of the child (or a different instrument for each choice) for the child to reach. The assistants were amazed that the student was over 95% correct in reaching for the appropriate sound/side for each answer. The student became more relaxed and began limited participation with small instruments and as a result of the 'testing', the assistants and teachers were then better able to 'speak' WITH the student. |