Amanda Parker Title: Verbal Testing and instrument modification for students with disabilities Date: Spring 2014

Artifact Description: This artifact contains a picture of the recorder that is designed specifically to help students with learning disabilities.

ALIGNMENT Wisconsin Teacher Standard Alignment This experience best aligns with standard three of the Wisconsin Teacher Standard Alignment which states: The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. This experience is best suited to this standard because during my student teaching placement at Potosi School District, I had the opportunity to work with many children with disabilities. There was one child in particular who needed almost every lesson plan adapted to his specific needs. He was a fourth grade student who had a learning disability that prevented him from comprehending the type and amount of material that we were trying to teach. In fourth grade, students learn the instrument family groups followed by a recorder unit. The instrument family unit was finished with a test in which students were given a paper with pictures of instruments and a word bank and were asked to correctly identify each of the instruments. For the student with the disability, this was a very difficult challenge. My cooperating teacher and I asked the aide to work with the student outside of class to be able to successfully identify three of the instruments on the test. When the student took the test, I administered the test in a one-on-one format where I showed the student pictures of the instruments and simply asked him if he could tell me the name of the instrument. On a separate sheet of paper, I recorded whether he was able to identify the instrument or not. In this way, the student did not have the pressure of memorizing how to write or spell any of the instrument names, rather, he only had to tell me what the name of the instrument was. The student was able to successfully identify four of the instruments. The following recorder unit was another struggle for this student. He often has difficulty with fine motor skills, and since recorders require knowing where to put your fingers, we had to be creative in finding a way that the student could easily identify where his fingers should go on the instrument. Using duct tape, we marked on the instrument between the circles where his fingers should go. This way, the notes were color coded, making it easier for the student to play the instrument. While he still struggles with playing the recorder, we have begun using ensembles that incorporate the use of other instruments rather than only solo pieces. For the ensemble pieces, the student is able to play a drum or xylophone with the extra notes removed. These percussion instruments are much easier for the student to play, and it continues to allow him to be a contributing member of the class. UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment The experience best aligns with KSD3.e which states: The candidate has the ability to make appropriate adjustments to his/her instruction and accommodates students' questions and interests while being aware of student differences and difficulties, and can use a wide range of resources and strategies to meet all students' needs in the classroom. This experience aligns well with this KSD because I was able to meet the needs of students within my classroom by maintaining flexibility and accommodating student needs accordingly. In the case of the student with special needs, I was able to administer his exam in a way that he could be successful and also give him the opportunity to be part of the ensemble in his class while using the skill

set he possesses. The ensemble, however, also provides for students who may not be excelling on the recorder, but can read rhythm well. Many times students need to hear something played before they can successfully play it themselves, and I am quick to demonstrate how to play a passage of a song, allowing the students to be more successful in their own way. Secondary Alignments: KSD2.a

REFLECTION What I learned about teaching/learning: I learned that being flexible is extremely important in teaching. No two students will learn the same way. Allowing many and different opportunities for students to be successful allows the success of the teacher as well. Learning comes in all shapes, sizes, and abilities, and being able to accommodate those variables is a sign of an accomplished and successful educator. What I learned about myself as a prospective educator: As a prospective educator, I learned that it is okay to accommodate to a specific student if the situation requires it. Making sure that one student is able to be successful by allowing a different form of testing or learning does not single the student out in a negative way. In most cases, students are more than willing to assist the student that may be struggling. I learned that I can use other staff members for help, especially aides, when it comes to accommodating student needs in my classroom.