10/2/2018
Topic:
Students with Disabilities
Manuel Camacho
|
I taught a beginning band class with a middle student with Intellectual Disabilities. She was a sweet child that just wanted to participate with all the rest of the children. At first I tried presenting her with a recorder instead of a clarinet or flute, which can be very difficult instruments to learn to play just in general. After seeing her flustered with having to try and read notation and figure out fingerings that would match the bands sounds, I had to find a way to get her to participate without the extreme complications wind instruments present.
I was able to find a pair of bongos that she fell in love with. They were small enough for her to hold on her lap and only required gross motor skills. She was able to find the beat with the band and finally participated with the class in the music making process. Seeing her joy and participation really brought joy to her and the class. |
10/3/2018
Topic:
Tools and Strategies
Manuel Camacho
|
Two strategies that I could potentially use with a child with disabilities are:
1. Partner a student who is visually impaired with a student who has excellent handwriting skills, so that they may be able to see what is being projected on screen, with notes that are up close
2. giving a student whom is partially deaf audio enhancing equipment so they can hear instruction and the tempo of the band if they are playing a percussive instrument |
10/3/2018
Topic:
Assessment of Learning
Manuel Camacho
|
I have a student who is visually impaired. Instead of assessing him with a written assessment (having him write a short answer describing Rockabilly music) I could have him record his answer of him describing musical details of a recording. He could describe the instruments he hears, the tempo and general register of the vocalist. With the same student, I could assess his understanding of tempo by having him clap to a song. This would allow him to show me his understanding of tempo and how quarter notes and eighth notes work with music, instead of having him write out rhythms on staff paper. |