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Kyle Blackburn


1. Terrell has Cerebral palsy, which is considered an orthopedic impairment by the book. He is
included because the class is an integrated course, along with the fact that Terrell is at a similar
academic level to the other students in the class.
2. Mr. Walker will need to place Terrell and his assistant near the front of the class, with being
closer to the door the likely preferred location for sake of mobility. To best accommodate the
instructional needs of Terrell, Mr. Walker should take time between instructions, and base the
wording of questions on the contents of Terrells communication board, so he can answer.
Larger text, or additional copies (either digital or print) of class materials would also be assistive.
In terms of difference between middle and elementary school, required responses on the
communication board would be different, and it would be possible to have less data-heavy
instruction and focus on more activities, compared to a standard ninth grade English class.
3. I would ask Ms. Bickel about particular concepts and phrases that could be used for Terrells
communication board, along with information on group work and social discussions. I would
also ask about extended responses (essays, papers, etc.), and how those are handled with
4. To feel comfortable teaching Terrell, I would need assistance in designing a new plate for the
communication board, as well as focusing on classroom placement for maximum effect. I would
also ask for help in preparing initial study materials, so as to get an idea of what has been
effective in supplementing in-class notes and lectures.
5. If Terrell were younger, I would rely more heavily on the parents for information about social
issues, educational growth, and emotional responses. Now that Terrell is older, I would use the
parents as a resource for refining communication boards, designing lessons that allow for
maximum learning for Terrell, and what accommodations they believe would best benefit him
for his future. I would also learn more about daily communication, and how that could influence
my choices on communication boards to best create successful response opportunities.
6. When working with students with low-incidence disabilities, I would be challenged to include
them in music making. As a music educator, particularly a choral music educator, I have had
success in working with students with low-incidence disabilities, but I have not addressed their
needs to my fullest extent. One of my challenges would be to find out how to best meet their
needs and incorporate it into my class on a daily basis. The benefits of this would be numerous,
including a new potential emotional outlet for students who have issues expressing emotions,
providing basic forms of voice therapy to supplement the work of a speech therapist, and
presenting students more potential for social interactions as a collective unit. My biggest
question would be how to meet their needs all at the same time, but I believe with enough trial
and error, and perhaps a few weeks of tinkering, it could be done.