2/11/2017
Topic:
Tools and Strategies
Norman Mason
|
Option 2: In my elementary music classroom I've used technology to meet the needs of a student with a visual impairment through the use of Smart board activities as opposed to smaller materials and manipulatives. Utilizing Smart board activities for my student with a visual impairment enlarges the content making it easier for her to see the content and due to the interactive nature of this technology, I've found that she grasps the content quicker when she is able to manipulate the large digital items (music notation and symbols, drag and drop items, large interactive visuals, etc.) on the smart board as opposed to writing, drawing or creating using smaller materials. |
2/11/2017
Topic:
Students with Disabilities
Norman Mason
|
I currently teach a student with Down syndrome. When we work on the barred instruments (xylophones)on keeping steady beat or playing rhythms, the student had difficulty holding the mallets and striking the specified bars. I found that it was easier for the student to hold objects that were bigger so instead of mallets, I give this student small boomwhackers that are pitched to whatever activity we are doing on the xylophones. I created a large visual of a one octave xylophone on a piece of vinyl and I allow the student to use boomwhackers on the visual. |
2/18/2017
Topic:
Assessment of Learning
Norman Mason
|
I currently have an autistic student that does not speak or write however he will respond through pointing or touching objects. Whenever I give a verbal or written assessment to my students, I modify this student's assessment by using response cards or cut outs that can be pointed to or sorted into groups. |