Special
Learners:
- Peer tutoring- This can be very helpful
to both the tutor and the student receiving assistance. Giving
students the opportunity to assist others often produces
motivation and increases self-esteem, decreases disruptive
behaviors, and improves the tutor's grade. (All
lessons)
- Motor dysfunction- Movement activities
are often better accomplished without joining hands if there are
non ambulatory students or students with motor dysfunctions in the
class. Students in wheelchairs and those using crutches or walkers
may move in the ways that are best for them. (Lessons 6 and
7)
- Speech difficulties- Changing the vowel
in the nonsense words in section B of "Built My Lady a Fine Brick
House" may make the performance easier for some students who have
speech difficulties. The activity is useful for heightening
awareness of vowel sounds and how and where they are produced and
provides a basis for classroom experience and discussion.
(Extension Activity)
- Visual disabilities- Students with
visual impairments will be placed close to charts, chalkboards,
and television when the lesson is visually oriented. If the
impairment is severe, individual charts will be
provided.
- Auditory disabilities- Students with
hearing impairments will be placed close to amplification or sound
sources when lessons are aurally oriented.
- Attention disabilities- Students with
attention impairments will be placed in closest proximity to the
teacher.
- Organizing activities- A great deal of
time is saved in initial movement experiences if instructions are
provided on the floor. (Masking tape works well on carpeted
floors, white liquid shoe polish is ideal on wood or tile floor).
Each student's place can be marked with an X. This provides
students with a "home base". (Lessons 6 and 7)
- Simplifying playing instruments- For
special learners, the "correct" way to play in instrument is the
one that works best for them. They will be allowed to experiment
freely to find out how they can most easily participate and play
instruments. Involvement in the process is the first goal;
refinement of that involvement will follow. (Lessons 1 and
2)
- Nonverbal students- An alternative for
verbal responses (playing a response on an instrument) will allow
nonverbal students to participate. Lessons in this unit are
designed so that they are multi-level and multi-sensory to
accommodate developmental levels and learning styles. (All
lessons)
- Physical disabilities- The dance in
Lesson 7 is excellent for students in wheelchairs, as they can be
pushed easily by ambulatory students.
Return to Lynn
Gilmore's Home Page.
Submitted: July 1, 1998