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Ellie Kim Posts: 3
1/4/2024
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In my music classroom, where Quaver serves as the primary curriculum, I've found it to be a versatile tool for accommodating students with various needs, including those with disabilities. Quaver offers features like interactive graphics and customizable learning paths, which have proven beneficial for tailoring learning experiences. The platform's multimodal resources cater to diverse learning styles, ensuring accessibility for all students.
Quaver's commitment to accessibility is demonstrated through its user-friendly interface, featuring clear layouts and customizable settings. For students with hearing impairments, the platform provides closed captioning and visual cues, enhancing their engagement with auditory content.
The flexibility in assessment options within Quaver ensures fair evaluations, adapting to the unique needs of students with disabilities. Overall, Quaver provides a range of tools that can be effectively utilized to create a supportive music education environment in my classroom.
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Elizabeth Snyder Posts: 3
1/6/2024
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Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
I use peer partners a lot in my elementary music classroom. For example, my fourth graders are learning how to play recorders. I have students partner up a lot to check each other's finger positioning of notes, left hand on top, covering of holes completely, etc. Students love helping each other and it's a great way to encourage each other's progress while holding each other accountable.
For cooperative learning, I have students create small groups during singing activities. Students then work together in individual circles and listen to each other to create a more understanding of teamwork, listening, and whole group sound.
Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have used technology to create color coded visual examples for my students that need a differentiated instruction. The colored note visuals substitute for the actual note to be played (for example note C is the color red). I usually create these adaptations using PowerPoint slides. I can have the colored notes be go up or down to represent the sound movement of the pitch as well as make them into shapes (for example, circle patterns) that can represent the rhythm to be followed/played by the student.
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Kathlyn Brown Posts: 3
1/8/2024
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Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a students with a disability.
I use task analysis and chaining strategies when I introduce a new topic to students. My third graders will start learning how to play the recorders in a few weeks. There is a lot of information that must be learned before and during the process of learning to play the instrument. Students need to learn how to read music, how to hold the instrument, how to push enough air (but not too much air) through the instrument to make a beautiful sound, etc. Below is the process that I used last year and will use again this year with my classes.
Before students get instruments, we spend a few weeks learning how to read music on the staff (EGBDF and FACE). Once we get to recorders, I use task analysis/chaining techniques. I take it week by week. On the first week, we work on hand placement. Students will learn to become left hand dominant since we hold the instrument with left hand over right hand. We will do many activities that will have students practice using only their left hand (scarf dances, etc.) We will learn different hand exercises that match different fingerings for the instrument. This is all done before students get instruments. We will also practice breathing strategies and techniques one week.
Once they get to instruments, I use peer partners to help review concepts we have been learning through the past several weeks. When instruments are handed out, we practice hand placement several times (making sure left hand is on top). Then we go to our hand exercises and practice each one. After each step, we use partners to ensure all students are correct. Partners will check to make sure their peers are correct and/or assist through modeling correct placement. We complete each concept in steps as we start playing the first few notes on instruments and naming the notes. Again, peer partners will be given a chance to check each other, and then give a thumbs up if their group is all set.
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Debera Thompson Posts: 3
3/12/2024
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One of my students comes with a Nova Chat device due to his high autism and ID. Recently, when working on families of the orchestra, for his assessment, we loaded the four family's names. I would show him a picture and he would click on the device the name of the family it belonged to. This helped him with the names, and he was able to identify about 80% of the instrument families correctly after just the first week.
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Courtney Holcombe Posts: 3
3/22/2024
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I have a student with ASD and my room & lessons are just overwhelmingly stimulating for him. So, I have him use a school chromebook and do a similar lesson via internet. Such as: We learn form, I have him watch a music map while listening to a simple music recording and he can draw out each new symbol on his paper, which hands me at the end of class. He is also encouraged to give his opinions of the music, but has to tell me why and what about the music makes him feel that way.
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