10/17/2016
Topic:
Students with Disabilities
Mick Burns
|
I teach in a very large elementary school with a nice amount of students who have special needs, including four self-contained classes, teaching all sorts of students form those that have an intellectual disability, to behavior, to even students whom are deaf. I’d like t to talk more about my students in inclusion classes though whom have learning disabilities. I notice (in general) that these students don’t comprehend the music vocabulary as well as other students and don’t know how to use the words. For instance, when I do listening logs with my 5th graders and I ask them to tell me if they like or dislike the piece using musical language, most of the class usually are usually able to comprehend and write something. My students with learning disabilities typically take much longer, and their writing often doesn’t show an understanding, or shows an incorrect use. The same holds true in other non-performance based assessments, where comprehension is tested. I am working on using the vocabulary more often, writing it down, having students say the words, and generally making them part of the language we use. I also give any student as much time as they need on assignments in class, as I understand that it takes them more time to process and give information. I'm also trying to cut down on the amount of writing, as many students understand, but they just have a hard time getting it out. I'm continually learning and growing with how to help students with learning disabilities. |
1/25/2017
Topic:
Tools and Strategies
Mick Burns
|
I use technology extensively in my classroom, and I have seen it help special needs students all the time. I have a group of students who have hearing loss that I teach. I use a light speed sound system to help those that don't have profound hearing experience music. I have a Bluetooth microphone that I can talk in so my voice carries. For those with profound hearing loss, I use a speaker closer to them, letting them feel the vibration on a table. I have also provided blown up balloons to help students feel the music. They can feel the different vibrations from different drums using it.
In addition, I also have a smart pad that I use extensively. Today I taught a self contained 4th and 5th grade class with children who have a variety of exceptionalities. We used the smart board to play a game identifying and sorting instruments into different instrument families. The smart board made it much quicker, easier, fun, and accessible for the students to learn. |
1/25/2017
Topic:
Assessment of Learning
Mick Burns
|
I have a few self contained ESE classes that I teach through different grade levels. I never like to make my assessment any less rigorous for them, instead changing how they show me what they know. For instance, rather than having them write assignments about what they hear, I like to pull those that struggle with writing aside, and ask them. Most of the time they know the content, they just have a hard time getting it on paper. |
11/4/2021
Topic:
Students with Disabilities
Mick Burns
|
Last year I taught had three students that were deaf/hard of hearing coming with a full class of students. There was a sign language interpreter there to help them understand and help us all communicate with each other. Their disabilities made it somewhat difficult in music, but they were able to feel the music through vibrations, so they were still able to hear and read rhythms/ rhythm instruments very well. I just had to make sure they were paying attention to the correct adult so they knew the tempo and when to start. |
12/27/2021
Topic:
Tools and Strategies
Mick Burns
|
I would like to implement more centers in my classroom as well as peer partnering. I've been nervous to create centers before because it seems like a lot of prep work, but I can see the benefits of it.
In the past, I taught many of my students with more profound disabilities in a group by themselves, but in my new school, they come with other classes. It would definitely be beneficial for those students to have a partner to help them out as they learn. |
12/27/2021
Topic:
Assessment of Learning
Mick Burns
|
I have a few self contained ESE classes that I teach through different grade levels. I never like to make my assessment any less rigorous for them, instead changing how they show me what they know. For instance, rather than having them write assignments about what they hear, I like to pull those that struggle with writing aside, and ask them. Most of the time they know the content, they just have a hard time getting it on paper. |