Using video modeling to display proper behaviors for students with disabilities is a way to teach them proper behaviors in a controlled process. In both the articles read for this week they discussed different techniques of video modeling, point of view modeling and socially expressive modeling, which have been used with children who are autistic. With point of view modeling, the modeling was shown to students from their point of view and the way that they would see a situation. This modeling did not seem to be very effective given the study that we read. The students did not respond to the prompts that they were given during simulations and their actions seemed to be motivated by the food they were given rather than what they saw in the video. To me it didn’t seem as if the point of view model was the most effective way to get results from the students. Charlop, & Dennis et al (2010) study on socially expressive modeling seemed to work better with the students than the point of view. The students had better results in performing the modeled behavior when they could see exactly what was expected of them. I also think that it was key that they observed the students interactions with peers, as this will be their main form of interaction in school.
However, neither of these articles have completely convinced me that video modeling is the best way to get students to perform a desired task. I definitely would like to see more studies like these to further explore if video modeling is effective. I would especially be interested in a study on point of view modeling that did not involve the incentive of food, for the students, as this seemed to have tainted the students behaviors.
Monday, January 31, 2011
Monday, January 24, 2011
Week 2
Applications of Research in Music Education
This article discusses the different obstacles that music teachers face when dealing with students with learning disabilities (LD). It focuses on their exclusion from IEP meetings and their unfamiliarity with assistive technology (AT). The authors conducted a survey of 1,416 music teachers in the Midwest and asked them to self-report on their comfort with implementing AT and their involvement in IEP meetings. The study found that many teachers where not informed when IEP meetings took place and almost 70% indicated that they had very little to no knowledge of AT and how to use it in their classroom.
The thing that struck me about this article it that I have never really thought about the need for AT in non-core classes. If you had asked me before reading this article if I though there could be AT solutions for a student that were specific to a music class I may have said no but no now I know better. I obviously know that AT can help students both in and out of the classroom but this article forced me to realize that it is just as important that students have it in non-core classes. I’m sure that if I had sat down and thought about it I could have come to the conclusion that it is just as difficult, if not more difficult for non core teachers to get the AT that is needed for students in the courses but I don’t think I ever would have thought of it without reading this article. The one thing that made me nod my head while reading this article was the part about music teachers being shut out of IEP meetings. I feel that in most schools the announcements about when IEP meetings will take place is always last minute and that all teachers are not always represented at them. As someone who has done two long-term sub positions I have always felt somewhat disconnected from the IEP process and how to best help my students. I can only imagine the frustrations that a music teacher would face being a full time faculty member.
This article was very important for me to read as it provided me with yet another way of thinking about AT. As I stated earlier it forced me to see the issue of incorporating AT from a non-core class perspective. It also has helped me see the importance of including all of a student’s teachers in IEP meetings. Moving forward in class I am hoping that I can look at AT and the topics discussed with a wider lens than I have previously done and try to think about all different subject areas not just my own.
This article discusses the different obstacles that music teachers face when dealing with students with learning disabilities (LD). It focuses on their exclusion from IEP meetings and their unfamiliarity with assistive technology (AT). The authors conducted a survey of 1,416 music teachers in the Midwest and asked them to self-report on their comfort with implementing AT and their involvement in IEP meetings. The study found that many teachers where not informed when IEP meetings took place and almost 70% indicated that they had very little to no knowledge of AT and how to use it in their classroom.
The thing that struck me about this article it that I have never really thought about the need for AT in non-core classes. If you had asked me before reading this article if I though there could be AT solutions for a student that were specific to a music class I may have said no but no now I know better. I obviously know that AT can help students both in and out of the classroom but this article forced me to realize that it is just as important that students have it in non-core classes. I’m sure that if I had sat down and thought about it I could have come to the conclusion that it is just as difficult, if not more difficult for non core teachers to get the AT that is needed for students in the courses but I don’t think I ever would have thought of it without reading this article. The one thing that made me nod my head while reading this article was the part about music teachers being shut out of IEP meetings. I feel that in most schools the announcements about when IEP meetings will take place is always last minute and that all teachers are not always represented at them. As someone who has done two long-term sub positions I have always felt somewhat disconnected from the IEP process and how to best help my students. I can only imagine the frustrations that a music teacher would face being a full time faculty member.
This article was very important for me to read as it provided me with yet another way of thinking about AT. As I stated earlier it forced me to see the issue of incorporating AT from a non-core class perspective. It also has helped me see the importance of including all of a student’s teachers in IEP meetings. Moving forward in class I am hoping that I can look at AT and the topics discussed with a wider lens than I have previously done and try to think about all different subject areas not just my own.
Monday, January 17, 2011
Class on Monday 1-10
"Welcome to Holland" does a great job and portraying what parents of children with disabilities must be going through when they first find out. The imagery of planning for a trip and finding out that you have ended up somewhere different is one that people can relate with. Many people know the feeling of anticipation and then being let down. It also does a great job at explaining how parents are constantly reminded of the fact that their children are different, as other parents discuss their children. My cousin, Allie, who has disabilities was born just one day before another cousin of ours who does not have any disabilities; in fact she excels at almost everything. When listening to “Welcome to Holland” I could only imagine my aunt’s voice as she is constantly seeing what stages in life Allie should be going through as the other cousin goes through them. It must be difficult to be reminded of this often and still be able to appreciate all of the gains that Allie has made. The line in the poem: “But... if you spend your life mourning the fact that you didn't get to Italy, you may never be free to enjoy the very special, the very lovely things ... about Holland,” is one that I can see in my Aunt and many people who have children with special needs because while the pain is always around you can’t spend your life fixating on it.
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