1/9/2017
Topic:
Students with Disabilities
Stephen M. Smith
|
Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I employed a CASIO LK55 keyboard, with its technological assets of lighted keys, right hand and left hand part separation, and 100 different tones assets, as a means to use technology to meet the needs of a student with disabilities. Student Alpha’s MO for when he met a perceived difficult challenge was he would “break wind” and run out of that room thinking to escape the challenge, and any pursuers. The LK55 had enough bells and whistles to entice him to stay put and explore the keyboard. Alpha developed less general environmental fear. He wanted to remain and play “with” the LK55. His exploration reduced his anxiety of failure. This was targeted into learning to manipulate the LK55 to do what he wanted to do. He could make multiple sounds and the drum machine part was cool! With the lighted keys, Alpha could follow the melody line without his low reading ability encumbering him. The LK55’s right hand and left hand separation mode allowed Alpha to tackle music performance with a disaggregated approach. He could tackle a part segment/phrase of his own choosing. The LK55’s tempo select options allowed Alpha to control his environment’s speed of challenge. He felt less afraid of the environment. He used less his “fright and flight” MO. He gained confidence performing. His anxiety level lowered. He advanced to playing two-people one-handed music with student Beta. |
1/9/2017
Topic:
Tools and Strategies
Stephen M. Smith
|
Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I employed a CASIO LK55 keyboard, with its technological assets of lighted keys, right hand and left hand part separation, and 100 different tones assets, as a means to use technology to meet the needs of a student with disabilities. Student Alpha’s MO for when he met a perceived difficult challenge was he would “break wind” and run out of that room thinking to escape the challenge, and any pursuers. The LK55 had enough bells and whistles to entice him to stay put and explore the keyboard. Alpha developed less general environmental fear. He wanted to remain and play “with” the LK55. His exploration reduced his anxiety of failure. This was targeted into learning to manipulate the LK55 to do what he wanted to do. He could make multiple sounds and the drum machine part was cool! With the lighted keys, Alpha could follow the melody line without his low reading ability encumbering him. The LK55’s right hand and left hand separation mode allowed Alpha to tackle music performance with a disaggregated approach. He could tackle a part segment/phrase of his own choosing. The LK55’s tempo select options allowed Alpha to control his environment’s speed of challenge. He felt less afraid of the environment. He used less his “fright and flight” MO. He gained confidence performing. His anxiety level lowered. He advanced to playing two-people one-handed music with student Beta. |
1/9/2017
Topic:
Assessment of Learning
Stephen M. Smith
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have a battery of EXIT Slips that cover the topics of Listening, and the performance pedagogies of keyboard, guitar, and percussion. As our bellringer we have an option to re-do yesterday’s EXIT slip as a “You Do” in GRRI. When we depart, for our reflection center as an option in which we together do a new EXIT slip to create a “We do” or the student individually does a “You Do” as the case needs. |