3/15/2023
Topic:
Students With Disabilities
Laurie Zentz
|
I had a student in beginning band who was diagnosed with high-functioning Asperger's. At first he would often cry when he couldn't keep up with the class. Because I use multiple modes of representation for music literacy concepts, and much small group differentiation, he soon became comfortable playing his saxophone. For playing tests all students are afforded multiple attempts and extended time. Soon he was not only keeping up with his peers but soon excelled. By his third year of band he received several awards and is now excelling in high school band. |
3/15/2023
Topic:
Tools and Strategies
Laurie Zentz
|
When my band students with disabilities are struggling to perform their music, I use peer partners. We have side rooms where 2-3 students can go together to learn their parts. Sometimes I let the struggling student select their peer partner, other times I assign a student who performs well and relates well to the other students. After each playing test we do a reflection and self-evaluation out loud. Students are often harder on themselves than I am. Reflecting out loud and self-assessing gives me feedback on what they think good musicianship is and isn't. I also use task analysis for such necessities as how to practice, how to tune, and how to practice a duet. |
3/15/2023
Topic:
Assessment of Learning
Laurie Zentz
|
I have several students with ADHD and anxiety disorder. Assessment accommodations for them include frequent review of the classroom rules, following predictable and regular procedures, giving them alternate choices for activities and testing, opportunities for increased movement, and then a place for decreased movement and the ability to move back and forth between the two. |