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Paul Barker Posts: 4
12/19/2018
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one way I have used technology to assist a student with a disability is by using a chrome book. Sometimes drawings require details. In the chrome book the student can blow up or enlarge the image they are trying to see so that they can then replicate it accurately. This has been very ueful.
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Gary Murch Posts: 3
12/21/2018
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- 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 a student with a disabilities needs.
One strategy I am considering is setting up learning stations whereby I can circulate and offer more individualized and small group instruction. One problem that arises with 18 -20 energetic elementary students is controlling noise when students are engaged in different activities. Electronic instruments, microphones and noise cancelling headphones would be a great solution. Tying the electronic instruments - drums, keyboards, launchpads, electric guitars to a hub would allow each child in the small group center to communicate with one another and create, practice skills and experience real world jamming. It might be good to start with one of these soups as one of the centers - cost being a factor. I also strongly opine that electronic instruments should never replace the actual traditional instruments they imitate. For example, There is a different experience playing a trombone and playing a synthesized sound of a trombone on a keyboard. But sure, for experiences with sound manipulation, composition and interpersonal musical behavior development, music technology is highly motivating.
A second strategy I would like to adopt is a learning contract. I teach elementary general music, beginning strings and instrumental private lessons. I have found - especially with the private lesson students - that if goals are not clearly defined in advance, the students tend not to put their best effort forward in practicing the skills I introduced at the lesson. Another stumbling block is the limited amount of time that I meet with students, which amounts to once a week for a half hour or less for general music and private lesson students. Through tools like a learning contract, the student would know what was to be learned and practice on there own, at their own pace to that end, they would have a better chance at success.
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Madison Roach Posts: 3
12/24/2018
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I like to use technology in my classroom with all my students but especially for those with disabilities. If we are using the smartboard for an activity, this give the student the ability to respond to our activity without needing a vocal response. It also allows students who are not able to play our instruments in a traditional way, to play music for and with the class.
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Letonia Shingles Posts: 2
1/7/2019
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I have a student in my recorder music class that is visually impaired. It is difficult for her to see the small printed notations and keep up with the other students. This class requires students to play songs for assessments and performances. Due to the length of our practice time, I enlarged the music scores and suggested recording our rehearsals on a video for her to take home and practice with. This would allow her to practice her fingerings and hear the instructions as many times as needed. This also gave her an opportunity to move at her own pace until she was comfortable enough to play with the other students. Adding this technology piece made a significant difference in her musical abilities!
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Kathleen Pendas Posts: 3
1/18/2019
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I use technology to help improve the students reading of music. Music in a flash is a fun tool to use. The students can go as slow or fast as they like. I can make up my own rhythms and add them to the flash cards so it is using differentiated assignments. I can personalize it to every student if I wish.
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Penny Bryant Posts: 3
1/29/2019
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My music based curriculum is computer based and it is so user friendly that all my students can participate and create music. One particular assignment they were creating rhythms on the computer and able to share their compositions to the class. I use technology everyday and the students can interact with the lesson on IPads and at the interactive whiteboard.
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Tricia Buckstein Posts: 4
2/6/2019
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I could use more Peer Partners in my room. I think this would work well when learning a new instrument. Once my initial instruction is over, they can work together to figure out a piece or play for each other to see if what they think is correct is actually correct. This would work really well for a lower functioning student and higher functioning to be paired together as well.
I could also use graphic organizers. These would help students organize facts about composers or musical pieces that they are learning about. I believe it would help them remember information better.
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Deb Merrill Posts: 3
2/11/2019
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I use peer partners with a great deal of success in our music classroom. We use it especially during recorder playing and it gives both partners a sense of accomplishment and self-confidence. The student mentor gains empathy, confidence, discipline, focus, and much more. Helping another student also allows them to review their own knowledge and technique. The student with the disability feels accomplishment and confidence in completing a task. Having the directions come from a peer is better than listening to the teacher drone on!
Task analysis is also very helpful with the study of recorders. It allows the students to study the concepts necessary to playing the instrument in small increments Even taking the instrument apart can be broken down into smaller tasks.
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James Bonner Posts: 3
2/14/2019
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I use the letter strategy for teaching the names of notes on the treble clef staff, i.e.F-A-C-E for the spaces and "Every Good Boy Does Fine" for the lines. After these are learned we move to the bass Clef Staff where we simply adjust all the letters down one step.
I use Small Groupings to teach the length of notes - rhythms. We have pool noodles cut into different lengths to represent half notes, quarter notes, eighth notes, and sixteenth notes. Each small group is given a written phrase of words (text) and is tasked with arranging the noodle sections in a pattern on a rod to represent the given text. The text can come from a poem they have used in their home class. We'll line up the rhythm rods and recite the poem based on the patterns the students have constructed.
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Frank Nettles Posts: 2
2/18/2019
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I had a kindergarten student that was deaf. It was an incredible challenge to meet his need. For him to learn to keep the beat, I had him put his ear on a balloon that was placed on the speaker of a cd player so he could "feel" the music. It was electrifying to see his face light up when he felt the music.
For his kindergarten PTA performance, he could not sing the songs, but I had him play rhythm instruments with the beat by using technology (watching a computer that had our songs on them). He followed the beat by watching a bouncing ball that kept the beat with each song. It was awesome to watch his parents' reaction to see their child performing with his peers!
edited by Frank Nettles on 2/18/2019
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Janine Schenck Posts: 4
2/27/2019
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I am quite partial to graphic organizers but as a music teacher, I don’t use these tools often enough. I do not have a room, however I most certainly can draw a Venn diagram on a white board or, better yet, use a felt-board version that students can move around. I can also use a semantic map for, let’s say, grouping the types of instruments in the orchestra.
Each semantic map can begin with a circle on the board, or a circular piece of felt on the felt board. In the middle can be the word “woodwinds” or “strings.” I like the felt board better because individual children can move a picture of a violin to the “strings” category while they may not yet be able to write the word. This can help students with disabilities such as hand/eye coordination or developing fine motor skills. I could also use magnetic pictures on the white board if I can find them.
The other strategy I could easily implement in my classes is cooperative learning. Since I teach in a Montessori school, there are no grades and the classroom is already set up for such a learning style. I would be careful to group children together who work well together, and to a certain extent I already do this in where I ask children to stand for singing. I unabashedly put stronger singers next to those who need a little help from their neighbors. I can take this a step farther by arranging groups so that no one or two students overpowers their whole group, and those students with disabilities can easily be included in a group with a gentle leader. Indeed, some students with disabilities could lead their groups as well.
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Renee Cartee Posts: 5
3/3/2019
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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.
With my recorders I use small groups in order to give students more dedicated time to peer assist. This helps with some of my ADHD students because it breaks up the class time, moves them, and gives a re-focus. Also, this assists my specific learning disability students by giving them more time to work on an area like note recognition or placing fingers correctly.
I do utilize technology so there are visuals that go with the music concept. This again re-engages. Additionally, I have students come up with mnemonic devices to support their music reading or musical forms and we'll find pictures to identify with or even re-enforce by drawing them.
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Jennifer Biagi Posts: 3
3/3/2019
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Graphic organizers and cooperative learning are two strategies that I could implement more in my room to help students with learning disabilities. I currently have a list of the steps for throwing on the wheel laminated and hung up in front of the potters wheels. I think that making them larger and adding visual pictures with each step will help students remember all of the steps and what they look like if I am not readily available to help one on one. Cooperative learning is the second method that could help students in my classroom. I can have students paired in groups of two or three to research an artist or technique and answer questions about the assignment. They would all be responsible for making separate projects but would be able to help each other throughout the process.
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Lillie Gelfand Posts: 3
3/12/2019
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Option 1: Describe 2 strategies implemented in music classroom:
The first one is task analysis: I used the strategy daily with almost every music class. When teaching a new song on the recorder, I begin with having the students identify the time signature, then clapping the rhythm and using rhythm syllables. This is followed by reading the letter names of the notes in rhythm following the steady beat. Identify any challenging measures and finger the notes on the recorder while saying the letter names of the notes in rhythm. I often follow these with demonstrating how to play it on the recorder. Then the students will play on their recorders in full group and then in smaller groups to work on any difficult measures. Students with autism, ADHD are helped by a student partner as well as myself. I will point to the notes and say the letter names as they are trying to play. I will also finger notes on my recorder individually for them as they are playing to help them with the correct fingering.
The second strategy is Letter Strategy: I use this strategy to help students learn the letter names of the lines and spaces on the musical staff. I also use it to help them memorize the order of the sharps and flats on the staff for the key signatures.
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Jana Burton Posts: 3
3/15/2019
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Option 2:
Having ESE students in my chorus and strings, I have turned to Google Classroom to assist students with independent practicing. I have been able to get students who do not read, to begin reading the words for the songs. The student has extra time and all the resources to make them successful in and out of class. My ESE students come to rehearsal more confident and excited. Taking the technology a step further, the ESE students' in chorus have made significant gains on reading scores. I have a fifth grader that at the beginning of fourth grade could not or would not read. She joined chorus, using the music, and working with her reading coach, the strategies of using technology has help her not only read, but a year and half later, she is reading chapter books, is so much more confident and successful.
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Denise Jenkin Posts: 4
3/19/2019
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I often use cooperative learning in the classroom. I divide students into groups, thinking about the strength and weakness of the students. I ask students to respond to a question or work on a task, giving them time to turn and talk and decide as a group the answer, or I given them a task with each student having a role within the group to successfully complete the task.
I have provided learning centers within the class, the keyboards are an example. I created learning cards for each cnter, and allowed students to work at their own level, as I walked through and monitored the student growth, students having different tasked available to be completed at their level.
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Denise Jenkin Posts: 4
3/19/2019
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Graphic organizers can be implemented into my classroom, allowing the student with disabilities to have a structured thought process with use of pictures as well as vocabulary to help the student.
Task cards seem very useful to use in my classroom. This would allow the student to take ownership with allowing him/her to chop their interests. This would also allow me to match the student with their readiness.
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Nancy Andrews Posts: 7
3/24/2019
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Administrator wrote:
Choose One(1):
- 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.
- 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.
Option 2:
I have a student with a behavior plan due to excessive anger issues. His grandmother who is raising him and I set up a plan in my classroom that when he feels angry and needs some time alone to calm down, he can go to the back of my classroom and I have a cd player already set up with headphones and gentle music cd already for him, he simply gives me the quiet signal and I simply shake my head and he can go to this spot, put on the headphones and calm down alone until he is ready to return to the class setting. It has worked beautifully with this student and he does not take advantage of it, he is usually in a hurry to get back with the class and continue.
Nancy Andrews
Elementary Music Educator
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L F Posts: 3
3/25/2019
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I could use contracts to help students with behavior disorders with managing their behavior when working in small groups. Contracts could also be used to help learners who need more time to process and practice skills. Skills (students grouped according to needs), content (general or more explicit as needed), timeline (assigning time limits for each task may help those who get off task more easily to focus), agreement (sets expectations)
Peer Partners: I have utilized more advanced students to help those struggling, but have also seen great growth and break throughs when struggling students work together and they help each other work through and practice. This often results in "lightbulb" moments, as they practice what has been modeled in the larger group, or as the teacher assists during circulating between groups.
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Michelle Taylor Posts: 3
3/25/2019
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When teaching my younger students new songs - while I still have the written music and lyrics available I teach using sign language and movements that help students remember and retain the lyrics for performances. I had one first grade student one year that was developmentally three years behind his peers cognitively. He did really well with this method and was able to shine in performance
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