6/7/2018
Topic:
Students with Disabilities
Andrew Toth
|
I have a VE class that get mainstreamed for specials. In that class there is a student who would be classified as OI. She is unable to stand on her own without assistance of another person, or crutches. Her disability affects her learning because. She is unable to move, and we move quite a bit in music class. To accommodate her, I look to the paras who assist her first, because they are more familiar with what she can and cannot do than I am. I’ve made adaptions, as well. We the rest of the class rotates around the instruments, I let her stay in her station, and will rotate instruments to her, so she gets the opportunity to produce multiple timbres. One of her favorite accommodations is when I guide her on a rolling chair while we do parachute activities.
edited by Andrew Toth on 6/7/2018 |
6/10/2018
Topic:
Tools and Strategies
Andrew Toth
|
Option 2
At my school we have two VE classes that are mainstreamed with either primary or secondary classes, depending on their age/grade level. Some of these students are not able to produce high and low sounds with their voices, and they do not have the fine motor skills to accurately produce different pitches on classroom instruments. For these students, I like to use a tone matrix program. This program has a series of boxes that produce sounds going up a three octave pentatonic scale. For a student to produce low sounds, all they need to do is press on a box in the lower part of the matrix. To make high sounds, they would press a box on the high end of the matrix. |
6/11/2018
Topic:
Assessment of Learning
Andrew Toth
|
Option 1
When I first started teaching there was a 5th grade student who only had one arm. We had stared playing violin, and he was able to perform the open string song I taught the class by placing the violin in his lap, rather performing in standing play position. He was unable to change pitches by placing his fingers on the fingerboard without my help, or the help of another classmate. When it came time for me to assess his ability to read music, I allowed him to play the songs on the xylophone using one mallet instead of performing on the violin. |
1/5/2024
Topic:
Students with Disabilities
Andrew Toth
|
I had a student who was in a wheelchair. To accommodate for her, I would put her xylophone on a stand and had her use adaptive mallets. Whenever we did movement in class -such as using the parachute-, if she was unable to keep up with us, I would push along when the class was marching, which gave her the opportunity to experience the form of whichever piece we where listening to by allowing her to participate in the other kinesthetic processes of the routine they we where doing. I would assign her a partner for any independent movement activities that we would do in class. |