3/9/2017
Topic:
Students with Disabilities
Daniel Reed
|
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.
I have several students with physical disabilities with regards to their ability to press the fretboard of the guitar in class guitar instruction. For some I implemented heavy stretching in the beginning of the class and minimized their time spent playing into smaller sections. Others used steel-stringed acoustic rather than classical guitars which have a smaller neck. The student with the most disability played a bass guitar with the strings retuned to fit each piece. |
3/9/2017
Topic:
Tools and Strategies
Daniel Reed
|
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I have modified guitars to fit specific students needs with regards to hand strength and ability. Softer strings, different guitars with smaller necks, smaller sized guitars, etc. |
3/9/2017
Topic:
Assessment of Learning
Daniel Reed
|
Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
For students who are severely learning disable I usually break an entire assessment into component parts. I have them test ONLY on the rhythm of a section, then later ONLY on the fingering or slide position, And then ONLY on the individual notes played. They may or may not be able to put all those components together by the end but they can individually complete the pieces of the puzzle that lead to a performance. |