1/2/2017
Topic:
Students with Disabilities
Mary Morrow
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I have a student with a severe Speech Impairment as well as a Learning Disability in my keyboard class. He requires one on one teaching and even then the concepts don't always sink in. He also has some social disorders as well compounding the physical and intellectual issues. There have been times that I have wanted to give up and then he will surprise me and play his assigned piece without prodding or significant assistance. The good news in all of this in recent days has been that I have been able to differentiate the instruction to suit what he can do. Perhaps not as quickly as the others in the class, but he can accomplish something. So, utilizing Tier two a bit more instead of it always being me who sits with him will lead to more relationship building within the class itself and hopefully more ownership on his part. |
1/29/2017
Topic:
Tools and Strategies
Mary Morrow
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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.
I have a student in my keyboard class who has significant issues. He has a learning disability and emotional and behavioral elements that contribute to the progress or lack of progress in keyboard.
One of the strategies spoken of in this section deals directly with Peer Partners. I have spoken with another student who seems to have the patience of Job who has agreed to partner with this student to come alongside and partner with him through the challenges that he has in a peer to peer way. It also provides a Reciprocal Teaching type approach at a peer level with the concepts we are studying in the class. The class itself is very self directed and self paced. Both of these strategies allow for one on one connection with this student who is desperate need of that type of attention. The strategies also reinforce what the peer has learned, enabling the concepts to be further solidfied in her head and performance practice.
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1/29/2017
Topic:
Tools and Strategies
Mary Morrow
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- Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
Engaging all learners is essential. Teachers are encouraged to strive for development of lessons that are engaging and motivating for a diverse class of students. Varying the way I instruct with the keyboard class is critical. I have realized through this course that perhaps I need to grant a type of manipulative for the student with disability so that he can plot and place on the musical staff and then reinforce with the playing of the exercise. If I give him a kinesthetic activity that goes directly to reading the notes on the musical page, his mastery may come at a quicker pace.
Provide a balance between teacher-assigned and student-selected tasks. My student with this significant disability may find greater ownership if he is allowed to choose what song he works on next, given a list to choose from. This will enable him to be more engaged with what learning is happening because he chose it. His emotional disability my resonate very well with this and he may rise to the occasion if given the choice. |