2/6/2019
Topic:
Students with Disabilities
Renee Cartee
|
I have had a various students on the spectrum. High Functioning Autism and Aspergers. Each child has really been with different challenges. The most common, however, is social awareness. I know that the music I have introduced these children to has helped them to reflect on their own feelings and find common ground with others. Some (mostly) are very mathematical, and I've made it very obvious that they can make those connections -and it's successful. Some, are extremely creative but I must be sure to give them time to process, transition, and procedures to follow in creativity! |
3/1/2019
Topic:
Students with Disabilities
Renee Cartee
|
I had a students with aspergers. I actually have had several students with aspergers, however, this one was always fun with numbers. He had difficulties with being musical, and needed guidance, but his accuracy for notation was amazing! Aspergers is on the spectrum. High energy in his case, and very detailed to the smallest number. I would give him as much positive feedback as possible because he became very proud of leading my recorder groups since he understood how to count the music so well, even if his fingers fumbled. |
3/1/2019
Topic:
Tools and Strategies
Renee Cartee
|
Option 1
1. I use Peer teaching when students are playing solos or phrases for a piece of music in band or recorder group. Pairing students in the section up where they will be most successful will increase their fluency in music reading and confidence overall. I also have section leaders do section work while I do either individual or small group work.
2. Mnemonics is an often go to for me because students in my classes love having something to remember. Repeating these often supports students who need the frequent reminders and help with memory, including musicle memory when it includes small movements. |
3/3/2019
Topic:
Assessment of Learning
Renee Cartee
|
Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I have a class with several ADHD students. In this class we are learning the recorder. Although, it goes with saying to all students, these students need step by step on where to place fingers/hand and frequent reminders of how to focus their air. I do a lot of story or pictures for them which serve as an anchor to those learning goals. I do use preferential seating to set them up for success and I chunk pieces of music to more doable pieces to assist. Additionally, I have students peer/share and move to another student often to play for each other -this gives the moment that is needed to re-focus. I also us response or exit cards to help with these students assessments because I find that in the large group it might be difficult to show me how well they comprehend, but, when I ask them about the goal of the day with a picture/ward association it increases their progress to the next time I see them! |
3/3/2019
Topic:
Tools and Strategies
Renee Cartee
|
Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
With my recorders I use small groups in order to give students more dedicated time to peer assist. This helps with some of my ADHD students because it breaks up the class time, moves them, and gives a re-focus. Also, this assists my specific learning disability students by giving them more time to work on an area like note recognition or placing fingers correctly.
I do utilize technology so there are visuals that go with the music concept. This again re-engages. Additionally, I have students come up with mnemonic devices to support their music reading or musical forms and we'll find pictures to identify with or even re-enforce by drawing them. |