1/15/2019
Topic:
Students with Disabilities
Stacey Havill
|
A few years ago, I began a student in band who was born without her right hand. She was very interested in playing an instrument; she contacted me as a 5th grader to find out how she could participate. I met with her and her parents and showed her several instruments she could play: The trumpet (modified), percussion (with a grip aid), trombone (with a grip aid), and French Horn (unmodified). She eventually decided to play the French Horn. As she progressed, she began to think about high school marching band and how she could participate there. I worked with her high school band teacher and we found a harness that another band teacher build for a student just like her to be able to play a marching melophone. I passed those plans along to her HS teacher and they build the harnes so she could participate in marching band. |
2/8/2019
Topic:
Tools and Strategies
Stacey Havill
|
- 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.
One way I have used technology is with my playing tests. I use iPads and Schoology to assign playing tests and allow all of my students to record their test on one of the school iPads in a practice room. This allows them to have a private space, without an audience, to record their playing test for me. Alternatively, they can use their own device and record themselves at home. I have a few students who love the ability to be in their safe space (their room) and show me their best recording. I have found that my students with disabilities perform at a much higher level with this technology than when I would ask them to do a playing test in the main room with the rest of the class present. |