6/20/2016
Topic:
Students with Disabilities
Sarah Hamilton
|
I had a flute student in a high school band with Asperger's. She took everything literally, had a difficult time with changes in routine, and had a difficult time relating to her peers. I had to be extremely careful in setting an environment where everything was consistent. If anything changed abruptly from her expectations, she would have outbursts and possible meltdowns. She wanted to perform well and I also had to be sensitive in correcting her. Despite her disability, she worked very hard and performed very well. As long as I was sensitive to her needs, helped prepare her for changes, assisted her with appropriate classroom behaviors, she did very well. Her dedication and hard work allowed her to gain respect from her peers, although she did require quite a bit of coaching in interpersonal skills. She ended up majoring in music therapy in college. |
6/21/2016
Topic:
Tools and Strategies
Sarah Hamilton
|
Two strategies I could use in my classroom are mnemonic instruction and peer-partners. Mnemonic instruction helps students in recognizing note names, the order of sharps and flats, and other more complex topics. Peer partners can be implemented in each section to give additional help to students. By selecting a peer that is excelling in his/her music, he/she can assist with the student with a disabilities need.
Task analysis can also be used in the process for learning music rhythms and tonal patterns. I have a very specific process in which students listen, repeat and then play certain passages. We practice each part of the process, and eventually students are able to continue using this process each time a new rhythm or tonal pattern is introduced. My students with disabilities in language learning benefitted tremendously and were able to read rhythms they had previously not understood. Some of these were seniors in high school! |
6/21/2016
Topic:
Assessment of Learning
Sarah Hamilton
|
I had several students with autism spectrum disorders that experience extreme anxiety during performance assessments. The scale tests are normally timed, but for these students I would allow them to take extra time to perform. One student played all his scales perfectly, but it took him a significant amount of time between each of the 12 scales to collect his composure and be mentally ready to perform. This student was also allowed to take the test in my office without other students watching. He also needed to know exactly when he was going to be expected to perform, as scheduling changes caused him extreme anxiety. This student was a successful member of the band, served as a section leader in marching band, and ended up continuing in marching band in college. |