9/13/2018
Topic:
Students with Disabilities
mark sanders
|
Years ago teaching high school instrumental music, I had a student with a profound speech impairment. Communicating with him in the regular instructional environment proved to be very challenging despite his exceptional ability to play percussion. Writing short responses to me in class and using visual signage was helpful but time consuming in rehearsals. One day, I over heard him singing with remarkable phrasing and fluency and absolutely no stuttering. From then on, we used singing to communicate. Being a music class, it was all the more appropriate! It worked beautifully. Today, this man holds a doctorate in percussion performance and is a highly successful classroom teacher. He is easily one of the highlights of my career. |
9/18/2018
Topic:
Tools and Strategies
mark sanders
|
Two strategies I use routinely are differentiation and the use of letter strategy tied in with mnemonics. In instrumental music, differentiation used to accommodate students with learning disabilities could come in the form of sectional rehearsals where students in need can receive more focused attention from the teacher. Also, the grouping strategy can be employed to assist one or two students in need of extra help learning key concepts. Specialty teachers such as percussion or brass instructors can be used in the program for extra reinforcement of classroom assignments. Private lessons using parallel supportive materials is also highly helpful.
Letter strategy is a good way to help students learn difficult concepts like music theory nomenclature. Memorizing the sequence of sharps and flats on the staff is challenging. However, using the first letter in each word to a catchy, if not silly phrase (the sillier the better!), makes things easier and more fun. Example:
Fried Chicken Goes Down Awful Easy Brother. Using the first letter of each word places the order of sharps on the staff correctly. Say it backwards and you have the order of the flats! |
9/18/2018
Topic:
Assessment of Learning
mark sanders
|
If a student with a learning disability has a 504 plan, I study the plan and assess the student based on the 504 recommendations. Such expectations might be simplifying material and giving more time for completion, for example, in preparations for a concert which is a summative assessment. For such a student, I took a beginning band piece of music and simplified a difficult eighth note passage, which was very difficult for that student to play, by rewriting it using aligning quarter notes. A better solution I thought, than having the student "tacet" that section which would be defeating for the student. In formative playing tests leading up to the concert, the student was given extra time to complete the assessment and given opportunities for a "do over" (repetition) until the music was successfully learned. By being able to play the "quarter note" passage, the student was able to proudly perform the piece successfully on the concert and get to be part of the team. A win-win for everybody! |