Great structure and information given in your blog, thank you. Where I teach, we use the same affirmations song at the end of the day, and it’s a great song to engage students. The distinguishing features of behavior you mentioned are critical to know when managing students’ behavior. As noted, tier 1 provides covering for students with basic observation and monitoring. I appreciate the Pyramid of Intervention/Response to Intervention article you shared because it models how timely directives are built into the school day for support. I participate in RTI as well and the chart you shared has helped me to reflect on and improve my practice. I am better prepared to help students reach their goals because you helped to clarify the tier system. What are some ways you manage students’ behavior in your class?
ADHD, Autism, and Anxiety, The focus of our course is on the label-free approach. According to our authors, "research and best practice in special education is moving toward a focus on disability domains, rather than specific disabilities as listed in the Individuals with Disabilities Education Act (IDEA), in exploring the teaching and learning relationship in the classroom" (pp. 40-41). The six disability domains are cognition, communication challenges, behavioral, emotional, sensory and physical, and medical challenges. The authors are not suggesting that teachers negate looking further into specific labeled disabilities such as Autism, ADHD, etc. Still, the focus is on these six domains and their characteristics that are featured in many disabilities. This really makes a lot of sense to me because the label tends to put the student in a box and that box of course has a lot of barriers that may not meet the individual student's needs. We really have to know our stude...
Why I Chose This Domain : I chose the disability domain of Physical/Medical, because I do not have any formal or personal experience with students with severe physical disabilities. I have witnessed a few encounters, and have experience with students with poor motor control, mild learning disabilities, and a student with epilepsy. If I had a student with physical disabilities in private one-on-one lessons, I am 100% confident that I could find a unique pathway for them. In a classroom setting, I would need much more help. The reality is that there is far more research on autism and developmental disabilities than physical disabilities. I have one student who is epileptic and has had seizures in the past. She is bright and motivated, but is very slow in music class since that time is used to help her catch up in other classes. I have a young cellist who broke her finger. I love to separate left and right hands to work on different skills, but this is tempor...
For my blog post I decided to focus on Cerebral Palsy (CP) a disability that falls under the Physical-Medical domain but also has major impacts on communication. Here in Central Bucks our students with more severe CP are typically placed in our MDS classrooms and my experience working with CP students has mostly been paired with a number of other disabilities including vision impairments, communication disabilities, etc. However, due to the complex nature of CP it can really cross multiple domains and lead to challenges beyond just the physical-medical. It is often primally categorized in that domain due to its primary issue of motor impairment. While there are numerous ways in the music classroom to work on physical and motor based IEP goals for the sake of this blog I wanted to dig into a communication and AAC goals that I have had some success with and would love to share/brainstorm additional applications for with you all. Before we get into that... lets start wi...
Great structure and information given in your blog, thank you. Where I teach, we use the same affirmations song at the end of the day, and it’s a great song to engage students. The distinguishing features of behavior you mentioned are critical to know when managing students’ behavior. As noted, tier 1 provides covering for students with basic observation and monitoring. I appreciate the Pyramid of Intervention/Response to Intervention article you shared because it models how timely directives are built into the school day for support. I participate in RTI as well and the chart you shared has helped me to reflect on and improve my practice. I am better prepared to help students reach their goals because you helped to clarify the tier system.
ReplyDeleteWhat are some ways you manage students’ behavior in your class?