6/23/2016
Topic:
Students with Disabilities
Melissa Zulueta
|
Over the years I have worked with many students that have had orthopedic impairments (OI). From bowed legs to MS. I have been able to work with students in creative ways to allow them to be part of a group they never thought they could be part of. I found building a relationship with the student and letting them know you are not going to laugh or let anyone else laugh at them is the biggest game changer. The student with the bowed legs gained confidence in his leadership skills and won over the band as one of the best drum majors I have ever seen. The student with MS used their intellect and worked beyond their impairment to create amazing compositions the band performed in the yearly winter and spring concerts. Their "disability" allowed everyone to see and experience there is more than meets the eye! |
6/23/2016
Topic:
Students with Disabilities
Melissa Zulueta
|
Hi Shawn! I can relate to your experience with having students with ASD in the band room. They bring another element to rehearsals that allow all of us to see and hear in a different way. Shawn Barat wrote:
I have taught many students on the Autism Spectrum in band over the years and most have done very well in the structured environment of the band rehearsal. In addition, music is, for many, their strength. It is almost always a wonderful relationship for everyone. |
7/21/2016
Topic:
Tools and Strategies
Melissa Zulueta
|
Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
When I taught beginning band, I was highly aware of the practices I would use to help students feel comfortable with their instrument and learning how to read music. I always say "be patient, you are learning a new language, and that takes time". However, I would also take this time of learning and student self discovery to observe and work with students that had extreme frustrations and which I knew had learning disabilities. To not make them feel any different I would select 5 students to work with the iPads of the classroom. I would select the students from various levels and then I would program from my iPad the exercises I would like for them to work on the day. The website I used was musictheory.net and the students were able to practice and strengthen their musical reading skills. This worked out so much better than me standing at the board and trying to have them all memorize it by route (my earlier years). The program was like a video game and my students with disabilities all responded to it so well, that they would ask to take the iPads home to bring up their music score. Their musical reading skills across the board improved and it was a great way to help reinforce with technology key concepts being taught in beginning band. |
7/26/2016
Topic:
Assessment of Learning
Melissa Zulueta
|
Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
When I taught music theory courses, I had a few gifted autistic musicians that needed extra time to go through their process to complete exams. I would give them unlimited time and a quiet space to complete the exam. I made sure to make this a routine, and as time passed on, they became less anxious and started to perform better and it showed in their scores! Sometimes, students need a little extra time. In giving that time, I was able to see it made all the difference between a frustrated student and a happy student learning! |