5/10/2016
Topic:
Students with Disabilities
Cassidy Gleaton
|
I've had a student for a year in band with a seizure disorder that causes him to miss school often, and the medication makes him slower to respond or react to tasks. Lack of oxygen can bring on the seizures, so we chose percussion for him. Playing percussion also allowed him to stand still or sit in a chair while playing, instead of marching on the field carrying something that could potentially hurt him if he had a seizure. He usually plays a part that is simplified and/or doubled on another instrument so he can hear the part while playing. This helps him stay with the ensemble.
His parents and I provided training to the students in his section so they knew our procedures on how to handle a seizure if he should have one during a practice, class, or performance, and the students were able to help and not panic each time it happened. These accommodations have allowed him to feel comfortable and welcome in band, and I'm thankful for the opportunity to work with him. |
5/10/2016
Topic:
Tools and Strategies
Cassidy Gleaton
|
I love the concept of Tiered Lessons, especially within an ensemble setting. The students are all on such different levels (especially in a school with only one concert band) that being able to divide them into ability groups and assign certain tasks would work very well. Cubing would allow me to assign certain simpler tasks to students on lower levels, and more difficult tasks to more advanced students, creating a challenge for all. For a student with disabilities, I would structure and plan for that student to receive the appropriate task for their current level.
Peer Partners would also work well in an ensemble, pairing a student with disabilities (like language delays) with a student who is comfortable providing extra time and extra explanations when the teacher cannot. That student could help ensure that their partner understands the questions and concepts during class. |
5/10/2016
Topic:
Assessment of Learning
Cassidy Gleaton
|
I had a student with a physical injury to his mouth that was unable to perform his scale for a playing test. I had him write the note names on a piece of paper and submit it, and then show me the fingerings while singing the scale pattern. This was a way of adapting the assessment to work for his current situation. I have had students before with documented anxiety disorders who were allowed to complete their playing tests in a different environment (private practice room) using a digital recorder, instead of performing in front of their peers. |