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Laura Hutson Posts: 3
11/13/2019
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One strategy that I could use in my classroom is Learning Centers. I can use this to differentiate instruction based on a student's level. It will also give me the opportunity to work more closely with students who need smaller group instruction.
A second strategy that I could use is cooperative learning. Having students work together on a project allows students to learn from each other and provides them with more support and access to ideas that may be different from their own.
I have used technology to assist a student with special needs. The student in my class has a severe gross motor delay. The student was having a great deal of trouble holding mallets and playing with the class. I was able to find a "digital xylophone" for the student to play and it was just right . She was able to play along and improvise with her peers.
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Aimee Stine Posts: 3
11/16/2019
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One way I have assisted students with visual impairments is by using technology. I have a SMARTBoard in my classroom that is used by my ESE students when they come to music. I also use tablets with them to help enhance the learning.
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Rosa Fiol Posts: 3
11/20/2019
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I have had a few students with different levels of visual impairment. When I present the students with sheet music it is rather difficult to see the small notes. It has become the norm to blow up to sheet music on our promethean board so it is accessible to all students. It meets the needs of those students with disabilities in a way that does not call attention to those kids.
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Mary Fontana Posts: 3
11/20/2019
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When I have students with a specific learning disability such as difficulty writing or spelling I often use technology. The Smartboard has a variety of ways to assess students without the need of writing or spelling. I often have the students go to the board and ID instruments by the way they look or sound by touching the correct instrument on the board. I also use an interactive recorder fingering chart for student who have difficulty remembering
the proper fingering.
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Amber Fessl-Leonard Posts: 3
12/4/2019
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When teaching letter note names, I start by using mnemonic devices to teach note names and keyboards. For the younger grades, and even the older grades I use a book called Mr. Everybody's Apartment which uses silly names for notes like Mr. Everybody, Crazy Cat, and Dumb Dog for notes C, D, and E on the music staff and so on. For the upper grades I use pegwords as most music teachers do. FACE....Every Good Boy Does Fine...etc. When teaching other instruments I use charts and also demonstrate.
This helps students with disabilities because it creates silly ways to remember musical notes and it is also fun. What kid doesn't remember something fun?
edited by Amber Fessl-Leonard on 12/4/2019
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JESSICA NYE Posts: 4
12/20/2019
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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.
We are blesses with large screens and SMART TVs in our school. These tools allow me to show videos of songs with lyrics so that hearing impaired students can read the lyrics that they have trouble hearing and the visually impaired students have a large screen with large printed lyrics to read (if not completely blind). We also have speakers in the ceiling which allows hearing impaired students to hear the songs better (if only hearing impaired and not totally deaf). The SMART TVs allow me to pinpoint sections of the songs to help students with disabilities follow along and understand better.
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Lilibeth Posts: 3
12/29/2019
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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.
One way I have used technology to help enhanced a student with disability (specifically language impaired and non verbal) is the use of Quomo Board (large interactive TV) by using visuals and games where he can touch to identify instruments, notes, rhythms, melodies, etc.
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Martin Janke Posts: 3
1/20/2020
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Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
One strategy it is easy to employ would be the use of new mnemonic devices for memorization such as the tuning of the strings on a guitar EADGBE = Elephants And Donkeys Got Big Ears. Or, of course the lines and spaces of the treble clef. Lines=Every Good Boy Does Fine Spaces=FACE. Secondly, peer grouping can also be used effectively by grouping students with disabilities with other students that have a firm grasp on skills Such as, how to hold mallets or how to read and clap a rhythm.
edited by Martin Janke on 1/20/2020
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laura ritenour Posts: 3
1/20/2020
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Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
In my music classroom, I have tablets that are used to help students learn note names on the staff. There are 3 main activities that teach/practice the skills at a different speed. Students are allowed to choose which app to use. Treble Cat is more explicit, adding one note at a time. Flash Note Derby can change speed of ques, how many ques, notes to practice, and is a moderate difficulty level. Staff Wars is the most difficult with an added note range and faster speed overall. The students are practicing the same skill but students can choose which is best for them individually. All 3 offer immediate feedback on answers. This offers my students the safety of practicing and getting individually feedback as well as choosing their level for practice.
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Susan Collins Posts: 9
2/3/2020
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In our school, we are fortunate to use the Quaver Music curriculum, which is an online curriculum. I have a student who is autistic. He has difficulty in regard to focus in the midst of the group. I sometimes have to have him sit a few feet away from the group. He also has difficulty tolerating certain noises. To allow him to participate and learn along with the rest of the class, I will use an iPad. I log on to the Quaver Music website and locate activities that support what I am teaching in class. He uses headphones to cut down on external noise and to help him focus on the concept presented in the iPad lesson. He actually does quite well with this. Many of the activities are interactive so that he participates in his own learning.
In regard to the general class, the Quaver curriculum is presented on a Smart Board. This also allows for interaction from students. Songs are presented on the screen, activities and games are interactive, and videos are presented to teach specific concepts. My SWD students love this and usually participate well.
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Susan Collins Posts: 9
2/3/2020
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Ann McFall wrote:
The first strategy I can implement in my music classroom is task analysis. For the upper grades, I give them at least one project a year that takes about 3-4 weeks to complete. Instead of giving them all the tasks to complete at once, I can break it down week by week. For the last week students can compile all the information together and complete the project. This will help students with disabilities because they are able to focus on one thing at a time. This strategy would also work when setting up xylophones in a pentatonic scale. I will usually tell my classes to take of their "hamburgers and fries" (B and F), but when working with students with disabilities, it would work better to have them find all the B's first and then all the F's.
The other strategy I can implement in my class is peer partners. Allowing students to work with a shoulder partner for certain tasks would be beneficial to all students. Students who are able to demonstrate/teach a skill, know it well. Other students might need to see one of their peers perform the task before it "clicks." This would be helpful to students with disabilities because their one-on-one paraprofessionals are not familiar with the concept I'm teaching, whereas the students in my class have had music instruction for a number of years. This is also helpful in building community and friendship in the classroom. Some students are self-contained in the classroom, but come to music with other classes. This would help build relationships in my room so that my self contained students don't feel secluded or different.
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Susan Collins Posts: 9
2/3/2020
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I, too, use peer partners a great deal. I find that this works well for many of my SWD students. It also allows (as you have indicated) other students to learn something well so that they can demonstrate it to others.Ann McFall wrote:
The first strategy I can implement in my music classroom is task analysis. For the upper grades, I give them at least one project a year that takes about 3-4 weeks to complete. Instead of giving them all the tasks to complete at once, I can break it down week by week. For the last week students can compile all the information together and complete the project. This will help students with disabilities because they are able to focus on one thing at a time. This strategy would also work when setting up xylophones in a pentatonic scale. I will usually tell my classes to take of their "hamburgers and fries" (B and F), but when working with students with disabilities, it would work better to have them find all the B's first and then all the F's.
The other strategy I can implement in my class is peer partners. Allowing students to work with a shoulder partner for certain tasks would be beneficial to all students. Students who are able to demonstrate/teach a skill, know it well. Other students might need to see one of their peers perform the task before it "clicks." This would be helpful to students with disabilities because their one-on-one paraprofessionals are not familiar with the concept I'm teaching, whereas the students in my class have had music instruction for a number of years. This is also helpful in building community and friendship in the classroom. Some students are self-contained in the classroom, but come to music with other classes. This would help build relationships in my room so that my self contained students don't feel secluded or different.
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Susan Collins Posts: 9
2/3/2020
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I, too, have a Smart Board. I have found that this is an amazing tool in the Music classroom. There are so many benefits, as you have indicated. Although, it does benefit the visually impaired, I find that some of my students with physical impairments enjoy participating in the interactive aspects of our curriculum because the "pen" is a comfortable size for them to use. Robert Surroca wrote:
One way I have assisted students with visual impairments is by using technology. Since I have a smart board in my classroom, I use it for various music lessons. Various students have a hard time seeing things on paper so using the smart board helps them visualize things much larger. Some of the students with visual impairments have also received new glasses and the students are able to see better, but using my smart board during my lessons has engaged the students more. For example, there is a computer game that I use because it focuses on my goals for students to learn the names of the instruments in various musical families. The game allows me to choose a setting that allows the students to work in teams. Therefore, the students that have visual disabilities have encouragement from their own team members to get the answers correct while they also can enhance their own disability and see things much larger on a smart board.
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Carolyn Cline Posts: 10
2/16/2020
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Students were given iPads for music learning in developing a garage band in the 4th and 5th grade levels. Students with Special Learning Disabilities really enjoyed participating in this lesson assignment using the drums for the rhythm section of the band. Songs were selected and each student was responsible for a particular instrument. The SLD students were able to create a rhythm pattern for the group and the other students followed with their particular instrument to add to the band. It was a successful class where everyone enjoyed participating in the end result of performing the song as a group.
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Jessica Klee Posts: 8
2/17/2020
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The first strategy I have recently tried in my classroom is "Learning Centers." Having them in small groups allows different levels of students to help each other and work together. As I rotated to each center and noticed one team had almost finished while others were not, I gave everyone more time and the team that almost finished were given added instruction, in which they happily accepted the challenge.
The second strategy I recently used was "Peer Partners." While everyone was standing at a xylophone (3 rows) after verbally instructing which bars to play; as I walked showing the 1st row, I then asked the 1st row students to turn around and show the person behind them in the 2nd row. Once they understood, the 2nd row would show the person in the 3rd row. Other times I would ask students to "team up" with their neighbor and work together as instructions were given either verbally or in note cards. To my surprise, all the students even with Deaf or physical restrictions really enjoyed collaborating with their classmates!
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Beth Zerkowski Posts: 3
2/20/2020
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I am in the unique role of being both the technology teacher and music teacher in a lower school (K-5) setting. These roles are taught and assessed separately, but it does allow me to feel comfortable with using technology. In order to assess quickly and efficiently, I often use oral review of the subject. I mix calling on volunteers and selecting a student and providing them the feedback they need to answer. However, students with attention issues sometimes feel anxious in this setting. Therefore, I also offer web based games/assessments on the topic of the day. This allows me to have ongoing assessment and know whether the instruction has led to comprehension.
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Bryana Wescott Posts: 3
2/23/2020
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- Option 1: Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
1. Learning centers are workstations or collections of materials and activities learners use to practice or extend skills. Learning centers could potentially be implemented in my music classroom. This is helpful for students who have persistent difficulties to have more extensive practice on content that is important for them to know. With learning centers, students would not all be doing the same task. Students could be grouped by ability, learning style, and/or learning level. Some learning center stations can implement technology and others can be paper based learning. Activities can be individualized for students who are struggling with specific content.
2. Mnemonic instruction is a strategy that provides a visual or verbal prompt for students who may have difficulty retaining information. Mnemonic instruction is great for teaching note names in music. When learning note names on the staff it is helpful to remember them by saying fun phrases students can remember visual and aurally. Line notes on the tremble clef are easy to remember with the phrase Every Good Boy Does Fine. Space notes on the tremble clef spell the word FACE. For bass clef, students can use the phrase Good Boys Deserve Fudge Always to remember the line notes. All Cows Eat Grass would be a fun phrase to use for remembering the space notes in bass clef.
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I recently started to use the computers in the computer lab where I teach music classes. It is a great way to help students focus on learning critical content at the same time playing games. There is a cool website that takes students on a listening adventure where students play games to collect orchestra instruments. I have found that more students learn better from these games rather than be lecturing about the specific of orchestra instruments and the instrument family they come from. The students use computers (could be accessed on laptops or iPads) and the internet to access the website.
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Nathan Johnston Posts: 4
2/24/2020
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I have a student who frequently uses my classroom iPad for activities due to his limited mobility. We have matching activities or quizzes that sometimes require the students to write on paddle boards or white boards. I am able to give my student an iPad with the same questions and options and he has no issues using this. It's wonderful to have that student always be involved.
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Erika Winter Posts: 3
2/27/2020
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Option 2: When I use technology in he class such as projecting important music youtube videos or songs/ or project using my overhead projector of pictures or sheet music for the class, it helps to connect all students in such a way that aids in a visual, aural way. The students with disabilities seem to be glued to the videos on music that I show and are able to retain more knowledge of the subject through the use of videos. For example, with my first grade, I have found a video called "Backstage with Bleeckie: The Dallas Symphony Orchestra and Britten's The Young Persons Guide" that really captivates the students on all levels in effort to show important instruments in the orchestra. After, I am able to ask questions about what they saw and my IND students are able to recall answers!
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Katherine Seman Posts: 3
3/3/2020
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Strategy 1:
I frequently set up Peer Partners when the students are learning piano. I pair up a student who has mastered the song with a student who is struggling. This is very helpful with both my students of Intellectual Disability and my Language Impaired students. The students are always able to perform the song with accuracy after working with their Peer Partner.
Strategy 2:
I use self evaluation and reflection regularly in class. It is helpful to all learners regardless of ability. For the Language Impaired and students with Intellectual Disability, it is a great strategy. It is effective in keeping students honest about their effort and achievement towards the task. I use this strategy when students evaluate their performance with playing an instrument or when learning music theory. I adjust the difficulty level as needed for the LI and IND students so that they continue to feel successful in their effort.
Technology:
We use I-Pads in my music class to practice learning to read music notes. The students practice reading music on www.musictheory.net. This is a great program where I can tailor it to the students individual learning needs and progression. I can manipulate the program's level of difficulty for each student in the class. I set up the program in its easiest form for students of Intellectual Disability where the number of questions and the range of notes is very limited. As the students improve, I broaden the range of notes and lengthen the number of questions.
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