6/16/2016
Topic:
Students with Disabilities
Karen Gentry
|
I work in a private school and teach elementary music classes. There are a number of children in our school with ADD and ADHD. To accomodate these students, I interact with them more frequently and have them sit close to the front of the class. If I need help passing out materials or collecting instruments, I usually select these students. Activities that require movement also help to keep them focused on the lesson. |
6/18/2016
Topic:
Tools and Strategies
Karen Gentry
|
I teach in a small, private school, and the only disbilities that I encounter (at this time) are ADD/ HDHD and very mild autism (formally Aspergers). These students function well in music class for the most part, but some of the strategies discussed could still be helpful for them and all my students. One such strategy that I would like to implement is the story map that provides students (especially younger children) with a concrete framework for indentifying the elements of a narrative story. I try to tie my music lessons to reading as much as possible, and while I am teaching music skills such as rhythm (ie. chanting a section of the story in a rhythmic pattern throughout the book), I am also trying to reinforce their reading skills. Asking the five W's will help them focus on the content of the story and hopefully improve their retention.
Other strategies that would be helpful for my older students in their recorder class are cooperative learning and peer partners. Some of my students with ADD have trouble focusing for the length of time it takes to give individual instruction on how to get the proper tone, etc. By teaming them up with students who have mastered the skills, they may be successful more quickly. |
6/18/2016
Topic:
Assessment of Learning
Karen Gentry
|
In my recorder class, I have found that it works better for my ADD students to have a peer test them on their mastery of a song. While I am working through the class, assessing the students' proficiency on a given selection, I have my advanced students listen to those students who have trouble with their focus while waiting their turn. |