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Nancy Rogers Posts: 3
5/19/2018
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The school district purchased an online music curriculum for us to use this year. With this new curriculum, I am able to project the lessons onto my SmartBoard. This new technology allows me to enlarge the music which has truly helped my students with visual impairments see the words of a song and other parts of the lesson easier than using a book or a chart.
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Stephanie McNaughton Posts: 3
5/20/2018
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I use my SmartBoard for many of my lessons. I am able to increase font and graphic size. Even videos are projected much larger than on a tv or computer screen. Not only do my students with visual challenges benefit from this, but also my students that are ADHD stay focused longer when I use larger pictures and multiple colors. A couple years ago I had a visually impaired student who was legally blind. I knew that having to sit up close to the board was making her feel a bit uncomfortable because she couldn't sit with her friends while using the board. I started enlarging lessons for her class. She still had to sit in the front row, but not on top of the board. I could tell this really helped her self esteem.
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Hernan E Pineda Posts: 3
6/5/2018
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I will incorporate the use of task cards and cubing. These two strategies allow me to make lesson adjustments in order to challenge the students according to their level of readiness, interests, or learning profiles through individualized and group instruction. For example, cubing will allow the students to approach a topic or concept from six different perspectives, thereby allowing for the incorporation of tiered lessons.
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ANISSA RUIZ Posts: 7
6/10/2018
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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.
Same student that I had for Drama , I also had for music. He has Albinism and his eyesight is impaired due to that. It is helpful that I project anything that should go on the whiteboard. That way I can increase the font size so that he can read the directions and/or notes. Also, I upload any music and/or notes we use in class to Managebac (what our school uses) so that anyone, even him, can download it and make it bigger if needed.
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Andrew Toth Posts: 4
6/10/2018
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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.
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Barbara Sullivan Posts: 3
6/23/2018
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I teach in an elementary music classroom. I have used technology in many ways. My first "smart board" was a Mimio. There were very few music lessons created for this type of technology. In the course of 5 years I had created over 125 lessons. In this type of assisted technology, you could use a pen to manipulate objects on the board or a tablet with attached pen. I had a student with disabilities in a wheel chair. She had use of both hands and arms, but she was better with one side vs the other. Her adult aide held the tablet. She was able to use the tablet/pen to answer questions in class and participate. Her success was evident as she would smile and laugh when she was able to find the correct answer.
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Kathy Shepler Posts: 3
6/23/2018
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I can see using many of these strategies in my elementary music classroom. I have many autistic and learning disability students in most of my classrooms. The first one would be peer partners. I like the idea of pairing students to assist one another in learning how to play on the instruments. They would be able to check on their partners understanding on proper playing technique. It does allow for instant feedback as they learn together. This could be used for all students to help build community in the classroom.
The other strategy would be the graphic organizers. I could use these to help teach songs to students with learning disabilities. I like the 5 W's chart. This will help students remember key ideas of the song and can be used for all learners not just those with special needs. I would also use the story maps.
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Kathy Shepler
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Jane Plank Posts: 3
7/10/2018
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Many of the strategies reviewed can be used in the elementary music room. Self-evaluation and reflection is perfect when testing individual students in Recorder Karate. Getting the student to recognize where the difficulty lies and then figure how to make their corrections is an essential skill for further progress. Another strategy that would be perfect is the discovery learning to allow for a wide range of responses, regardless of their level or ability. I could use this strategy easily when exploring instruments and their families to ensure a high level of engagement.
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Christopher Edwards Posts: 3
8/20/2018
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One strategy I like to use in my room is the cooperative learning strategy, specifically Kagan. This allows all students, including those with disabilities to participate in a smaller, more comfortable way. I love using the Time-Pair-Share method because that gives each student the chance to share with just one person and feel a part of the discussion.
Another strategy I like to use is the self-evaluation and reflection strategy. At the end of every class we talk about how we did as a group and individual and how we are going to continue to become better musicians week by week. Since the students are on different skill levels this allows all students, including ones with disabilities to be proud of what they've accomplished and a goal for accomplishing more the next week.
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Tom Nelly Posts: 1
9/6/2018
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I have a few non-verbal students in my general music classes. These students cannot raise their hand to answer questions or write down responses. When teaching a lesson on Instrument Families, students were able to show understanding by coming to the Smart Board and matching pictures of the instruments with their families by drawing lines from one to the other.
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Jeff Posts: 3
9/13/2018
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I have many students that need accommodations throughout the week. One of the lessons we have been working on this year is the concert bells. Students are required to read the music while performing. I have colors coded each different note with a different color to help students know when to play their concert bell. I use the same technique when teaching the recorders at the end of the school year.
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Rosemarie A Fernburg Posts: 4
9/17/2018
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My student is blind and 50% deaf. She already uses an amplifier microphone to hear instruction better, but we have found that I need to avoid demonstrating on the e string when I am wearing it. I just use the lower register more often for her comfort. I have also made extensive use of recordings for her. I record several short clips of a new piece or new technique and email them home so that she can hear the example and instructions during home practice. After reading previous posts I am interested in researching CANVAS to see if it will assist us. As an itinerant teacher I do not often have access to anything more than a laptop to share with my classes, so I am always looking for apps that they can use on thier own to reinforce classroom goals.
Some of the strategies that I routinely use are tiered instruction, chaining and mnemonic devices. Our first experiences with literature keep us on Open Strings and repeated rhythms. Eventually fingering is added and the melodic and rhythmic complexity rises with each new song. Using the open string arrangements allows my beginning students to play side by side with my more advanced classes, exposing them to more advanced techniques and rhythms, while keeping their learning task to attainable tonal development goals.
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Jill Law Posts: 3
9/21/2018
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My school district invested in a music streaming program called Quaver Music. It has been a very useful tool with many students who have a variety of disabilities. For the visually impaired, it is a large projection on the screen which really helps them be able to see all the words of a song or any of the symbols for music reading. There are also videos and inter-actives that really help ADHD students stay focused and on task. The inter-actives also help verbally impaired students show their understanding without having to give a verbal response. They can point to the correct picture, click on the correct answer or move the cursor to build rhythm patterns, etc. It has been a great tool for our large population of students with disabilities..
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Rebecca Weber Posts: 2
10/9/2018
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I have students with a hearing impairment. I assist them by using a projector and providing a visual representation. For example, large lyrics and visual representations are projected onto the screen for each song that we sing. This way, students with a hearing impairment can follow along with the lyrics or a visual representation of the song. I also make sure to repeat vocabulary loudly and clearly as well as have vocabulary words posted on the white board in large print. Students also learn how to spell important vocabulary words with sign language and conduct along with the music to provide an additional visual and kinesthetic representation.
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Connie Edmond Posts: 3
10/10/2018
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I have taught students who have hearing impairments. One strategy I use with them is graphic organizers e.g. cue cards. Students are able to follow a listening map through guided instruction on the laminated cards and follow closely using tools (colored pencils, markers) that are given to them. Another strategy I use is technology i.e i Pads. When the students are interactive with the material say identifying an instrument, they can't hear it but they can recognize it with the correct label and description of the sound. These strategies really helped me engage these students with the same rigor as the hearing students.
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NIKKI KEMP Posts: 3
10/19/2018
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Option 1: Two strategies I can implement in my classroom are chaining and learning stations. I have many students this year with speech and language issues. Chaining will help with sequencing, learning lyrics, chants, and rhythm skills. Learning stations will create student-centered learning, and connect me better with students that have individual needs, while allowing other students to take charge of their learning. It's a golden opportunity for differentiated learning in music class.
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Keith Marks Posts: 3
11/13/2018
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iPads and learning centers have worked well. Once they know which station to go to (iPads many times are one of the stations) and understand the process, they have an easier time flowing from one station to the next, while learning to use various types of technology and learning music at the same time. A few examples of iPad apps that we use are Storybots, Toka Band and various piano apps where they explore pitch, instrument sounds, composition and piano note recognition. This helps with finger dexterity and other developments. Also, peer partnering is used many times during the Rhythm Lesson for learning music vocabulary, reading and writing rhythms so they can feel more confident in this lesson.
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Robin McDonald Posts: 3
12/3/2018
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One of the teaching strategies I plan to incorporate is the Venn Diagram. It would be useful and helpful with all learners, but I can see that it would especially be helpful with students with learning disabilities in having a tangible, visual for comparing and contrasting.
Peer Partners would be another great tool/strategy. I have implemented at times, but I need to do a better job of making it a habit. I am thinking especially of a high functioning student of mine with Aspergers. He is highly excitable and a one on one peer would be of great assistance in helping/reminding of fingerings on the recorder.
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Jason Thomashefsky Posts: 3
12/5/2018
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A group of students in my school that pushes into my general music classroom is part of the social functioning unit of the school district. They have severe physical and medical disabilities and many of the physical activities of music are not appropriate for students such as this. However, I firmly believe that their inclusion in my classroom is beneficial. To help with their success I implemented an open-share software developed by a colleague of my mentor teacher. EMAIR is a program that turns common electronic equipment such as video game remotes and laser pointers into musical instruments. I was able to help students of the functional skills classroom work for my beginning band by simply holding a laser pointer and guide their hand towards the direction of a camera. EMAIR then translates the laser pointer light into actual musical sound. It makes sounds of real orchestral instruments. As they move their hand to the right, it goes higher in pitch and down in left. Other electronic equipment can be calibrated to create sounds just from the push of the button giving students with severe physical disability the chance to make meaningful music.
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Karenna Holt Posts: 4
12/18/2018
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I have students from the Varying Exceptionalities Class push into my other classes. One strategy that could definitely be used is learning centers. I have tried this in the past, and it works very well. I am able to differentiate what each student is doing in a learning center depending on the particular skill or element we are working on at during that time. The task cards are a way for each child to work at a level where they are able to have a challenge and achieve success. A second strategy that I like to use is cooperative learning. My school uses Kagan throughout most of the classrooms, and so all of the students are actively participating.
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