5/11/2016
Topic:
Students with Disabilities
Lawrence Young
|
I have a young man who is autistic and has some physical disabilities as well. He joined the marching band (he plays the sousaphone). He had quite a few challenges the we had to make exceptions and adaptations for. The sousaphone was initially too heavy and complicated for him. We (myself and student leaders) spent additional one on one time with him to show him how to hold the instrument. We also work with his parents to construct some padding that made de the instrument more comfortable for him. Lastly we limited the amount of time he had to hold/carry the instrument. We would begin with holding it1-2 minutes at a time. We increased the amount of minutes daily until he became used the holding it. by the time football season rolled around no one was aware that he had any disabilities. He is one happy and proud band member. He loves band. |
6/23/2016
Topic:
Students with Disabilities
Lawrence Young
|
Two ways that feel the district and/or administration can help encourage the use of Explicit and Intensive instruction are:
1) Create an art gallery opportunity for students to display graphic organizers that they create during art classes. These organizers can contain information the they learned in a drama or music class.
2) Use elements of instructional design to help students understand the ultimate goal of their IEP
In my classroom I could:
1. Use "Big Idea" to help students organize musical elements in order of importance when developing sight reading skills.
2. Use elements Conspicuous Strategies to assess a students ability to sight read.
I have used technology in my classroom by allowing student to use Tuning and Metronome apps in class as well as encourage them to you the at home during their practice time. |
6/23/2016
Topic:
Students with Disabilities
Lawrence Young
|
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.
I had a student who had some physical disabilities that joined the marching band. We were able to assist that student by building some addition padding to his instrument. This addition made his instrument adaptable to his physical limitations. We also gradually introduced him to marching with the instrument. He start by being able to hold it 2 minutes. The next day he was asked to hold it for 4 minutes. we continued this process until he was able to hold it for any required amount of time. |
6/26/2016
Topic:
Assessment of Learning
Lawrence Young
|
Administration could help encourage adapted assessment by keeping a resource folder an a teacher assessable drive that included testing resources like Kahoot.it and ProProfs Quiz Maker.
I use the adapted assessment pretest. I test all students to see where their music proficiency is when they arrive to me. I then create lesson and objectives the will get them to where they need to be in out band program. |