6/27/2016
Topic:
Students with Disabilities
Brooke Hutto
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A few years ago I had a beginning band student who was autistic. He did have a para with him in class every day which did help with transitioning him between classes and assisting with in class work. I ended up assigning him to euphonium, which he did incredibly well on. He had modifications made to his parts. While other students would work on all-state pattern scales, he would focus on identifying the correct note names and fingerings as well as playing each note as a whole or half note instead of quarter/eighth pattern. He also had modified written theory tests, his tests were limited to one or two examples for each standard/topic instead of longer examples. |
6/27/2016
Topic:
Tools and Strategies
Brooke Hutto
|
This year I had a guitar student who was on the autism spectrum. He struggled with note identification as well as fretboard finger placement. Through the use of musictheory.net on the school iPads, I was able to set him up with their flash card games. He was able to practice both in the classroom setting (which I could check as he completed the activities) as well as having the additional access and support at home. The music notation flash cards and the fretboard identification game helped him a great deal and he started to improve in class. |
6/27/2016
Topic:
Assessment of Learning
Brooke Hutto
|
Most recently, I had an SLD beginning band student who had extreme difficulties with remembering all of the pitches on his instrument which caused him performance anxiety. For the final exam all students were required to perform 4 of their major scales memorized. I adapted his assessment by having him write out the names of the pitches and the fingerings on his own for each scale, then had him reference this while he took his exam. |