5/22/2016
Topic:
Students with Disabilities
Scott LaBorde
|
I had two students at different times in my band class with a birth defect with the hands (both with the right hand missing or not fully developed). Both students had their dreams on playing trumpet. With a fully developed left hand, I tried to encourage both to play French horn. I allowed both to play trumpet while creating a unique way to hold the trumpet and using the left hand to push the valves. I'm pleased to say that both students ended up being a successful performer all the way through high school!
edited by Scott LaBorde on 5/22/2016 |
5/26/2016
Topic:
Tools and Strategies
Scott LaBorde
|
One strategy used for me is Tiered Lessons. Within my curriculum, we have certain benchmarks with a timeline of which students should progress. Regardless of readiness level or current ability, students have the freedom to either complete/advance beyond the curriculum or be allowed to continue their studies beyond the published date. For struggling students and/or students with learning disabilities, this flexibility allows for students to continually be provided opportunities for advancement. Each time a student attempts an assignment, immediate feedback is provided along with individualized instruction for improvement. I did not classify this as Differentiated Assignments due to the fact I'm referring to the same contact between students.
Another strategy is Task Analysis. This is probably the most inherently used strategy in music classes. Big concepts are broken down to the most simplest forms while attaching the new content with already learned concepts. Afterwards, we find ourselves using the Chaining concept by adding forward the next steps towards learning the big picture. |
5/26/2016
Topic:
Assessment of Learning
Scott LaBorde
|
Option 1: I had a student who could not perform on her instrument for a period of time due to cutting her lip in an accident. An alternative assessment used we to have her finger through the notes while either singing the pitches or saying the note names (if it were a scale assignment) This allowed me to assess the mental and kinesthetic development even though she couldn't actually perform the music on the instrument. |
1/16/2021
Topic:
Students with Disabilities
Scott LaBorde
|
One year, I had a student with a miss part (undeveloped) right arm and hand. In band, this would have prevented a normal fit for many instruments. The student really wanted to play trumpet. I found a way to be creative in finding a way to make this work through alternate ways for holding and securing the instrument while playing. As a result, he became successful, even in high school years. |
1/16/2021
Topic:
Tools and Strategies
Scott LaBorde
|
One strategy used for me is Tiered Lessons. Within my curriculum, we have certain benchmarks with a timeline of which students should progress. Regardless of readiness level or current ability, students have the freedom to either complete/advance beyond the curriculum or be allowed to continue their studies beyond the published date. For struggling students and/or students with learning disabilities, this flexibility allows for students to continually be provided opportunities for advancement. Each time a student attempts an assignment, immediate feedback is provided along with individualized instruction for improvement. I did not classify this as Differentiated Assignments due to the fact I'm referring to the same contact between students.
Another strategy is Task Analysis. This is probably the most inherently used strategy in music classes. Big concepts are broken down to the most simplest forms while attaching the new content with already learned concepts. Afterwards, we find ourselves using the Chaining concept by adding forward the next steps towards learning the big picture. |