3/31/2019
Topic:
Students with Disabilities
Aaron Cassette
|
I currently have a student in a 6th grade general music class with a diagnosis of E/BD. This child is prone to many different moods, depending on day, time of day, events of the day, etc. Sometimes the student is very passive and withdrawn, and other times aggressive and verbal to the point of being offensive. Much of the emotional response is due to the specific environment at the time. If there is a lot of activity in class, Angela, (not her real name) is very withdrawn. After a period of time she will act out with aggression, especially if "left" in the group with no specific attention. She seems to create a whirlwind of anxiety when the structure is more loose, as can sometimes happen in a music room. I have consulted with the behavior and ESE specialists in my school and we have found that with Angela, FREQUENT check-ins, (like almost every 3-5 minutes) helps her to stay calm and focused. I have taken to speaking to her frequently during each 90 minute lesson, asking her how she is doing, what can I do to help, if anything and what is she learning and thinking about at that moment. I also greet her the second she walks in the room, welcome her, tell her I'm happy she's there and make sure she is greeted by at least two to three other kids. During each lesson I also give her "helper tasks" such as setting up the drums, helping move chairs, or the piano and pass out music and supplies. This specific leadership task helps her to keep her moods more under control and keeps her focused on the tasks at hand. Angela has a beautiful voice, and I frequently use her to model passages for the class, and sing little solo lines for the kids. This "special" task helps her to continue to work and be an active member of the music room. I congratulate her constantly when she is doing a good job, and only mention a re-direct when absolutely necessary, as this can sometimes send her off into a tail spin. I have found that the attention and verbal award giving has saved her behavior in my room. As long as she knows quickly that she is valued, her behavior stays in check and her emotions remain somewhat even. |
3/31/2019
Topic:
Students with Disabilities
Aaron Cassette
|
I am responding to the question about technology in the classroom and use of this technology with specific learners. I have used iPads and composing applications such as Garage Band and Noteflight with students with learning disabilities. I have found that these applications work well with the students for many of the reasons mentioned in this course. First, the students are able to progress at their own rate. They can move as fast or as slowly as they need to in ensure that the work is done both to the extent of the assignment and the tasks needed to be completed. Work can be saved if they don't get something done for later use. Secondly, they are working independently on their own composition, so they do not feel the pressure of the kids around them. Group answers do not necessarily affect their work directly, but more in a general way. Lastly, students can show and share work with me when they are ready. It allows for good pacing for many with different levels of learning and understanding. |
3/31/2019
Topic:
Students with Disabilities
Aaron Cassette
|
I am responding to the question about how I have adapted an assessment for a learner with a disability in my music classroom. For a secondary general music class I taught in a different state we worked on music notation and being able to hear the notation and write it down with correct key signature and note values. These were very basic rhythms since this was a new activity for the class. I would play the rhythms on the drum and they would write it down. In that class I had a visually impaired student who was not using braille yet, so she had not way to write down the rhythms. I used an audio recording with the rhythms, and I used a scribe from the class to take down her notation verbally. She listened to the recording, which matched what I played in class, and dictated it to the scribe. The scribe knew that they were to write down exactly the note values and time signatures exactly as dictated by the student. It worked great for her and also was a good example of peer helper. |