4/8/2019
Topic:
Students with Disabilities
William Jones
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Prompt: Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
Response: I had a 4th grade student who was visually Impaired in my 4th grade music class. If the student did not sit in the front of the classroom, the student would not have been able to recognize the material on the white board I was writing for the class. Also, my class handouts were in a small font size, which made reading and studying the materials difficult for the student. Students in 4th grade also learned how to play scales on the Soprano Recorder. The scale sheets that I provided students were also in a small font size and somewhat dim due to mass reproduction over the years. The scale sheets were also difficult for the student to read as well. I did the following to assist the student in the classroom who was visually impaired:
1. Made sure the student sat at the front of the classroom with a friend who could assist the student with written materials on the white board that were still not clear from where the student was sitting.
2. Used dark colored markers on the white board to assist with clarity of words and music note/rest values.
3. Printed larger than normal size on the white board for clarity of words and music.
4. Allowed the student to go up to the whiteboard and draw/take notes from a closer view.
5. Created additional class handouts in a larger font and with bold print
6. Created additional Soprano Recorder scale sheets in a larger font and with bold print.
7. Provided additional personal instruction with the student to make sure fingering of scales were clearly understood on the scale sheet. |
4/10/2019
Topic:
Tools and Strategies
William Jones
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Fine Arts educators (choose one):
- 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.
Two of the strategies that could potentially be implemented in my classroom is cubing and differentiated assignments. Both strategies would be used in music composition class. When using the Cubing strategy, I would have cubes consisting of various time signatures, key signatures, note and rest values. Students would pick a cube of their choice and use the items on the cube to create a short music composition. For Differentiated assignments, I would have a handout with a time signature discussed in class. Students would use the same time signature on the assignment but would have the freedom of choosing and note/rest values discussed in class. This would allow students to work at their own level within the knowledge they have retained in class and from studying at home. Both strategies could be used to support a student with disabilities needs because the strategies allow individual growth awareness and success with completing the assigned tasks. Students would select material that they are comfortable with to bring about personal success. |
4/10/2019
Topic:
Assessment of Learning
William Jones
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Fine Arts educators (choose one):
· Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
Within the Specialized Presentations Format of the Visual Format, I had a student who was not able to see regular print and needed materials enlarged. Using the accommodation of creating larger-print paper-based materials for the student could potentially benefit this student in assessing his or her fine arts learning. This accommodation would allow the student to feel more confident and relaxed while during the assessment because the student would not have to put extra effort into reading clearly the material.
Within the Scheduling Accommodations of Time Allocation, this student also needed more time to play music scales for a scale assessment. Using the accommodation of Extended Time for the student could potentially benefit this student in assessing his or her fine arts learning. This accommodation would allow the student to feel more confident and relaxed while playing the music scale because the student would be able to process information at his/her normal rate and not feel pressured to process information within a standardized defined period of time which probably would not support the normal processing time of information of the student. |