2/25/2019
Topic:
Students with Disabilities
Sarah O'Kelly
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I had a chorus student with hearing impairment. The impairment could make verbal directions difficult to hear as well as the ability to learn by rote. Preferential seating was extremely important to this student's success. They were placed as close to me as possible with the ear that could hear better positioned toward me. A partner system was also put in place where this student had a peer they were comfortable with sit next to them in order to ask questions about what was said since they were shy about raising their hand to ask for anything to be repeated. Practice recordings were made available for this student to use with ear buds that assisted in learning their part. |
3/19/2019
Topic:
Tools and Strategies
Sarah O'Kelly
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
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3/19/2019
Topic:
Tools and Strategies
Sarah O'Kelly
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- Cornell notes: My students already keep a notebook for their chorus class to complete their "bell work" assignments that are centered around vocabulary, symbols, notation, ear training, discussion of the pieces they are working on, and many other objectives addressed throughout the school year. I could implement Cornell notes into this notebook to help streamline their vocabulary and information that is presented about new pieces of music. This would make the content more accessible for individual review and informal peer "quizzing" in class.
- Task analysis: In beginning chorus classes building the foundation for sight singing can be cumbersome. Laying out a task analysis for the process can be easily implemented to make sight singing a methodical practice that students of varying abilities may address one step at a time. Students with disability needs would benefit from this because it is a concrete, step-by-step approach to a sometimes overwhelming task.
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4/2/2019
Topic:
Assessment of Learning
Sarah O'Kelly
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- I use something along the lines of response cards, but individual white boards with students. Each student has one and writes/draws their response with a dry erase marker so I can check understanding from all students along the way.
- For students that take longer to process information, particularly in a written format, I post practice recordings of the voice parts on each classes page so they may take extra time to learn their voice part.
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