10/24/2016
Topic:
Students with Disabilities
MsMusic3
|
Over the years, I have taught a great number of students with disabilities. One student whose disability affected learning in my classroom was blind. Although this student had this disability, I was able to make accommodations to help that student be successful in music. Although the accommodations I made were numerous, one such action I took included having that student work with a partner each week - along with the student specific paraprofessional. This helped the student with social skills as well as musicianship. Another action I took was to have one of our student textbooks modified so that each page contained Braille so the student could read and sing along with the rest of the class. One more action I took was to change the way assessments were conducted for that student. Instead of circling answers on a worksheet, I would have the student whisper the answer choice to me and I would circle it on the worksheet. This student loved and was so successful at making music that the student ended up being a member of our school's chorus! I believe that teachers should use every strategy they can to help students succeed!
edited by MsMusic3 on 10/24/2016
edited by MsMusic3 on 10/24/2016 |
10/24/2016
Topic:
Assessment of Learning
MsMusic3
|
I have a student who is speech impaired and language impaired in one of my classes. Students were being assessed on identifying same and different musical phrases. They had to listen to two phrases and then circle on their papers either the word "same" or the word "different" depending on the examples. Instead of this student circling the words "same" or "different," the student had to point to the icons on the test paper that had two circles (same) or the one that had a square and triangle (different). The student's answers were recorded and checked for accuracy as were the other students' answers. |
10/25/2016
Topic:
Tools and Strategies
MsMusic3
|
Two of the strategies I could implement in my instruction are the strategy of using mnemonic devices and the strategy to provide students time for self-reflection/evaluation. By using the Every Good Boy Does Fine and the F.A.C.E letter strategies, students with disabilities may be able to more readily identify the lines and spaces of the treble clef. By allowing students time for self-reflection and evaluation, students with disabilities are able to describe what they did well as it pertains to the lesson and/or what they could improve upon. Self-reflection and evaluation allows students to become more invested in their learning of music concepts/skills. |