2/16/2020
Topic:
Students with Disabilities
Carolyn Cline
|
Administrator wrote:
Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion. |
2/16/2020
Topic:
Students with Disabilities
Carolyn Cline
|
Administrator wrote:
Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion. |
2/16/2020
Topic:
Students with Disabilities
Carolyn Cline
|
Administrator wrote:
Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion. |
2/16/2020
Topic:
Students with Disabilities
Carolyn Cline
|
Carolyn Cline wrote:
Administrator wrote:
Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion. |
2/16/2020
Topic:
Students with Disabilities
Carolyn Cline
|
As a music educator with a background in special education, I am sensitive to students who need special instruction to succeed in music class. I have had students who needed repetition of the subject being taught in order to understand the musical concepts that I wanted them to understand. Using visual aids and posters give students a positive impact on their understanding of the music lesson. Also, giving extended time to complete certain assessments which were stated in the accommodations in their IEPs have helped students succeed in the music classroom. Having students play on a Snare Drum and Hi-Hat Cymbal while reading the rhythm notes on the white board has been a positive impact on that lesson where the students are learning to sight read rhythm notes and being able to tell the difference between a quarter note and two eighth notes. Having the students recite "Ti-Ti, Ta", with the "Ti-Ti" being the eighth notes played on the Hi-Hat Cymbal using their right hand, and the "Ta" being the quarter note played on the Snare Drum using the left hand has helped students to understand the difference in these rhythm notes. |
2/16/2020
Topic:
Students With Disabilities
Carolyn Cline
|
Administrator wrote:
Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion. |
2/16/2020
Topic:
Students With Disabilities
Carolyn Cline
|
Samuel is a student of mine who has an IEP and is labeled as Special Learning Disability or SLD. His progress in the general education curriculum is impacted by his disability by making it difficult for him to focus for a long periods of time. He gets agitated and unable to focus during class time. He talks to peers and is easily distracted in the classroom. He has accommodations that include small group instruction for test taking and assessments. His IEP gives him the extended time for assignments and assessments as needed. Also, verbal encouragement and oral presentation of materials while using visual aids help him to succeed in test taking, as well as, test questions and answer choices.
The information in his IEP assists me in the following ways. First, he is seated in an area where he is away from distractions so I can assist him with redirections during the lesson. I need to watch him to ensure that he is not distracted and help him with his focusing on certain concepts during the lesson by giving him verbal redirection as needed and repeat key lesson points. When giving assignments, I need to allow for extra time for him to complete certain assignments, activities and assessments. If he has homework assignments, I can give him an extra day to complete that assignment. During testing, I give him the opportunity to work in a small group in a eparate quiet location under the direction of the ESE teacher. Samuel is a student who I have in my class. I read through his IEP and the information in the IEP helped plan my instructional approach with him.
Samuel has displayed many of the behaviors described in the IEP; however; with specific accommodations, he has been successful in my music education class. |
2/16/2020
Topic:
Tools and Strategies
Carolyn Cline
|
Students were given iPads for music learning in developing a garage band in the 4th and 5th grade levels. Students with Special Learning Disabilities really enjoyed participating in this lesson assignment using the drums for the rhythm section of the band. Songs were selected and each student was responsible for a particular instrument. The SLD students were able to create a rhythm pattern for the group and the other students followed with their particular instrument to add to the band. It was a successful class where everyone enjoyed participating in the end result of performing the song as a group. |
2/16/2020
Topic:
Students with Disabilities
Carolyn Cline
|
Carolyn Cline wrote:
Carolyn Cline wrote:
Administrator wrote:
Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion. |
2/16/2020
Topic:
Students with Disabilities
Carolyn Cline
|
Teaching students with disabilities, especially severely emotionally disturbed students, can be productive and rewarding to these students when introducing the drums. These students enjoy playing the Jimbe Drums. I introduce each section individually so they understand what it is that I want them to master. Having students understand the differences between a quarter note and two eighth notes by playing them a specific way on the Jimbe Drums is important. Show students how to use the palm of their hand for the quarter notes. Show the students how to use the tips of their fingers, index and middle, when playing the eighth notes on the edge of the drum. Teach the students the nursery rhyme of "Peas Porridge Hot" by saying "Peas" for the quarter notes and "Porridge" for the eighth notes. The word "Hot" will be the half note that gets two beats. Students should be able to play and hear the quarter notes played with the palm of their hand, and the eighth notes played with the tips of their fingers. So the rhythm pattern is one quarter note for "Peas" two eighth notes for "Porridge" and one half note for "Hot". Then repeat the same rhythm pattern for "Peas" but use the tips of their fingers for four eighth notes for "Porridge In the" and the word "Pot" will be played with the palm of your hand for a quarter note. The part that goes “Nine Days Old” would be two quarter notes and one half note for the word “Old”. The entire exercise goes, “Peas Porridge Hot, Peas Porridge Cold. Peas Porridge in the Pot, Nine Days Old. Some like it hot, some like it cold, some like it in the pot, Nine days old. Have the students first echo the teacher, and then have them play the rhythm pattern on their own. And once mastered, have the students play the exercise much faster. This is a very positive lesson for students with disabilities, as well as, everyone in the classroom because students are working cooperatively and within a g |