2/11/2017
Topic:
Students with Disabilities
Jerry Farrington
|
The student I will discuss is Language Impaired, Specific Learning Disabled, and receives services for occupational therapy. For the first part of the year the student was very quiet around classmates and did not respond to me verbally at all. This student is very timid but always listens and participates as well as possible. The classroom teacher has been very helpful to me. She had the student last year and has her this year as well..
We have always had peer-partners near her seat and she is seated in the front. Several times a day students work independently, with partners and, in small groups. This is most often a short amount of time working on short phrases or partial phrases. It's usually during that time I can easily give individual help to her as well as other students with no one noticing or listening in. Just in recent weeks the student has been asking me questions about what we're working on at the moment. This has been a big step forward. For what seemed like the longest time she really couldn't identify notes by reading or by note names. Now she is showing real progress in note names especially, and locating them on her instrument. We still have a long way to go in reading notation, yet I have seem progress in that as well. She knows how to refer to the chart at the front of the room that shows notes and fingerings. She now looks at that often. During those times I almost always let her do that on her own. I'm convinced that she knows she's having some success on her own. This student is one of several that come to the music room every morning for added time on their instruments. (By their own choice) She has never given up and she's the reason for the progress. When I tell her how much progress she's making I know she believes me because she sees it herself. |
2/12/2017
Topic:
Students with Disabilities
Jerry Farrington
|
Tiered Lessons- Some ways to use tiered lessons in the music classroom would be to simplify the music by writing an accompaniment part that closer fits the skill level yet still challenges the student. Perhaps include peer partners to learn the part as well to give support. When that is accomplished, or the student is ready to be more independent, one of the peer partners could play a part that harmonizes. This could be done in three tiers, two adapted parts and one as written in the original lesson.
Letter Strategy- When learning to read notated phrases students could be guided to use letter strategy. Students could work in small groups and create acrostics to help make note names less abstract to them. Students could make illustrations to help remember.
Grouping practice- Grouping practice is helpful in the music classroom. Peer partners can be used with the goal of guiding and supporting the student that needs it. During this time the groups can work on various goals depending on skill levels. They can then rotate groups. A goal can be to present some of their work to the class when ready. |