5/1/2023
Topic:
Students with Disabilities
Kristen A Bowne
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In the past, I have had many students with hearing impairments (deaf/hard of hearing) in my music classes. For singing or listening activities, I would often have those students demonstrate understanding of concepts like steady beat through movement, drawings, or with instruments. During those years, I also learned some key music-related and direction-based sign-language (ex: dance, sit, stand, sing, listen, etc.) so that I could be more effective at giving directions without the aid of an interpreter. |
5/8/2023
Topic:
Tools and Strategies
Kristen A Bowne
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- 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.
Technology can be extremely useful in the Chorus classroom. I currently have many students who have 504's in place that allow them extra time to complete assignments. When it comes to singing assignments, if a student seems to be making the same music error repetitively, I will instruct the entire class to pull out their phones, turn on the voice memo app (or something similar), and record me modeling/playing that small section of music. They can then listen to the correct example as many times as they need to before our next rehearsal and my "help" is not limited to our 48-minute class period. |
5/8/2023
Topic:
Assessment of Learning
Kristen A Bowne
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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.
This year I have a student with a 504 plan who has extreme anxiety when they are asked to perform in front of the class in either solo or small group settings. We worked together to come up with an alternative plan for this student to perform in front of the group. This student would prepare the performance project, record themselves performing it live at home, and then their class period would watch the video the next day. This was a way for the student to perform "live" without having to physically stand up in front of the class. |