7/24/2018
Topic:
Students with Disabilities
Cathy Lee
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During the past school year, I had multiple students who had learning disabilities in my chorus classes. For my beginning chorus students, I gave them a photocopy of their original copy so they could highlight their part and cover the accompaniment and other voice parts which reduced the amount of stimuli on the page for the students to process. In order to not single out any particular student, this option is available to all students. I also implemented Kagan structures to help reinforce review topics that would reduce time writing and increase collaboration. Since my students had trouble processing, using structures that broke down the work into doable chunks with peers coaching helped solidify concepts. For example, instead of having each student write a paragraph about a recording, students would be placed in groups of three with only one paper and one pencil. One at a time, each student would write one sentence with coaching from their peers and then pass it to the next person for the next sentence. |