Sixth Class

 

 

 

I

Unit: Basic Movement Concepts

Title: Exploring hand clapping, up and downs and marching

 

Introduction

This is the 6th class with early childhood kids with special needs at Linda Ray. We will repeat the same routine and the same songs/dances. It is important to continue re-enforcing the skills that they have already been introduced to. Today, Carol and I will have  the three same groups (0-1 (infants), second 1-2 (toddlers, third 2-3 (toddlers). Sessions will be 30 min. each. As we did in the previous lesson, we will explore basic concepts such as "hand clapping, up and downs and marching" using a number of songs, props and games.

 

 II

Based on MDCPS Curriculum / Dance / Kindergarten (4)

https://www2.dadeschools.net/students/cbc/Volume%20III/Dance/Elementary/Grade%20K/Dance%20-%20K.pdf 

• Component I: Movement skills and underlying principles
  
• Learning Objective: Explores different levels of body movement
  
• Competency: The student can demonstrate levels of body movement 
  

 III

Main Lesson

 

 

 

 1

Hello

 

2

Clap Your Hands

3

Way Up High

4

The Dance Freeze Song

 

5

The Ants Go Marching

 

6

Crawling, Creeping and Walking Patterns: Scaly Little Lizard

7

Doudlebska Polka

8

Too Shy For Show And Tell - Overcoming Shyness Story

 

9

Listen and Move

 

10

 

Goodbye Song

IV 

A Note to Remember

 

 Self-contained classrooms are typically smaller settings with a fewer number of students. Created to help foster enhanced support for students with special needs or specific difficulties, self-contained rooms are generally comprised of about ten students with unique struggles who are most commonly instructed by a lead teacher with a certification in special education. Self-contained classrooms will also have at least one paraeducator who provides instructional support under the guidance of the classroom teacher.

 

 V

Case Study

 

 

Wisconsin Education Association Council (WEAC)

Although self-contained classrooms provide many benefits for children with special needs, interaction with their peers is also very important. In recent years, schools have moved toward a model of mainstreaming or inclusivity. The  Wisconsin Education Association Council (WEAC) defines mainstreaming as “selective placement of special education students in one or more regular education classes.” The purpose of mainstreaming is to give special needs students the peer-to-peer interaction they need, but doing so in classes that suit the child’s strengths or academic interests. For example, a child with a traumatic brain injury who particularly enjoys social studies might spend his entire day in a self-contained classroom, except for the daily period in which he joins the regular education social studies class. In this situation, the child would be accompanied by a paraeducator who would assist the child with reading, writing, note taking, test taking and other common classroom duties.

 

VI

References

 

 1) Chen, Grace (2023).Understanding Self-Contained Classrooms in Public Schools

https://www.publicschoolreview.com/blog/understanding-self-contained-classrooms-in-public-schools

2) MDCPS Competency Based Curriculum.  Volume III. Dance. Elementary. Grade K. 

https://www2.dadeschools.net/students/cbc/Volume%20III/Dance/Elementary/Grade%20K/Dance%20-%20K.pdf

 

 

VII

 

Reflection 

1) The work with the infants was very productive. I worked with Kiki, who is always high positive energy, but has some degree of cerebral palsy. All the infants were engaged. The assistants were also very engaged with the session.

2) The work with the first group of toddlers was also successful. A new student, Siena, who seems to be in the spectrum, was receptive of my intervention. I continuously called her name, when she was away from the group, and she made eye contact and followed the same activity the other kids were doing, but by herself. Liliany and Camilo kept bringing me toys, which means that they accept me and feel comfortable with me in the space.

3) The last group was the least numerous. We found out that Jeremiah has no hearing. That explains his lack of interaction with the other kids. Cassidy was back. We spoke about the absences. Kids are not supposed to be absent more than 3 days.