3/19/2019
Topic:
Students with Disabilities
Patricia Stoudt
|
I had a young man who was high-functioning autistic in my high school chorus. He was exceptionally musical, had a beautiful voice, and sight-read all of the music we learned. He had a problem understanding how to blend the volume of his voice into the ensemble. We developed some signal words and non-verbal cues to signal when he was singing too loudly. He not only had a very successful year in choir, but he also had a solo in his senior year spring concert. |
3/19/2019
Topic:
Tools and Strategies
Patricia Stoudt
|
I have students in my piano class with various developmental disabilities. The peer teaching strategy often works well with these students because it gives them the opportunity to learn in a more private and safe environment. The peer teacher is able to focus specifically on his or her partner, giving constant feedback and praise.
I also use the mnemonic devices strategy, and in particular, rhyming and rhythmic words and phrases, to teach vocabulary words, note names, lines and spaces on the staff, and even solfege (Do-re-mi using “Mary Had a Little Lamb.”) |