3/11/2019
Topic:
Tools and Strategies
Nancy Andrews
|
I have a student who is blind is a 4th grade music class. She is very well behaved and joins in as much as she can. She has a full time one on one aide that is with her. I know that for her regular classroom work, they are working with someone who translates a lot of her material into braille for the teacher. Does anyone know if they have a braille for music notes as well? So far I've just been having her "echo" instead of actually reading the sightreading I do with other students. |
3/11/2019
Topic:
Students with Disabilities
Nancy Andrews
|
I have some severe behavior issues in some of my 2nd grade music classes. Much of it is that they simply cannot control and are very impulsive so they speak out constantly and have a hard time sitting still. I try to do a variety of activities to keep the students engaged but the constant interruptions are often frustrating. Some of my classes have up to 5 students with these issues so they "feed" off of each other and at times I feel like it's getting out of control. Any suggestions? |
3/11/2019
Topic:
Tools And Strategies
Nancy Andrews
|
I use peer partners as well as teams sometimes to help students work together and get something done. Sometimes I show a video on the board and they discuss in groups or do a group activity based on what they saw.
I also have small erase boards that groups use to show answers or brainstorm answers to questions. |
3/11/2019
Topic:
Assessment of Learning
Nancy Andrews
|
I do quick assessments just watching and having students do sight reading or sing for me or play instruments for me, however, in my district we are not required to do formal assessments in music. |
3/11/2019
Topic:
Tools And Strategies
Nancy Andrews
|
Describe how two strategies discussed could potentially be implemented in your classroom. Be sure to identify two strategies by name and describe how they could be used to address a student with a disabilities need.
I use Peer Partner often for students who need extra help. They help the student with movements to songs, or assisting while playing an instrument, helping them play it correctly.
I also use Color Coding for students to know where they belong and what materials are theirs to use. It helps students identify where they sit and what group they belong to for activities. |
3/24/2019
Topic:
Tools and Strategies
Nancy Andrews
|
Administrator wrote:
Choose One(1):
- Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
- 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.
Option 2:
I have a student with a behavior plan due to excessive anger issues. His grandmother who is raising him and I set up a plan in my classroom that when he feels angry and needs some time alone to calm down, he can go to the back of my classroom and I have a cd player already set up with headphones and gentle music cd already for him, he simply gives me the quiet signal and I simply shake my head and he can go to this spot, put on the headphones and calm down alone until he is ready to return to the class setting. It has worked beautifully with this student and he does not take advantage of it, he is usually in a hurry to get back with the class and continue.
Nancy Andrews
Elementary Music Educator |
3/24/2019
Topic:
Assessment of Learning
Nancy Andrews
|
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have a blind student in my 4th grade music class. For some of our sight reading activities, she "echo's" the patterns instead of reading them by sight. It is a different form of sight reading but has been affective in class. At times she will come very close and read the notes, but the auditory test is much easier and more comfortable for her.
Nancy Andrews
Elementary Music Educator |