4/10/2019
Topic:
Students with Disabilities
Racheal Spears
|
I have a student who is deaf-she cannot hear anything. Her aid quit bringing her for a while because she didn't see the point in music for someone who can't hear. I have tried to incorporate a couple of Signing Time videos. She has also participated in using finger puppets, the hand drum, and scarves. However, I could really use some tips on how to better reach her! |
4/10/2019
Topic:
Tools and Strategies
Racheal Spears
|
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.
1) A Learning Contract could be implemented with my after-school music ensemble, especially for those students with an E/BD. As my current contract states, students must maintain an "A" in conduct on their report card during school in order to remain in the program. I have a handful of students who are currently on "probation" because they are not meeting that requirement. One specifically has been waived from "probation" because she is on a behavior plan during school. By implementing a learning contract, students would have more involvement in creating and implementing requirements. As it is now, they and their parents are just signing an agreement that I have created.
2) The Pegword Strategy has been helpful in teaching concepts to students. A couple that I currently use:
"Ostinato-Repeat that Motto"
"Pinch, Wrap, Elbows Bounce" (not rhyming, but spoken with rhythm)
I would like to incorporate this strategy more during instruction time to especially equip students with an LI. As I understand it, learning to read on a beat/pulse is helpful to comprehension. Recently, I went on the Jimmy Fallon ride at Universal Studios. I love how they Rap the Rules before the ride! It's so much more engaging. |
4/10/2019
Topic:
Assessment of Learning
Racheal Spears
|
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.
Several months ago, I noticed a student asking me "why" or refusing the next instruction. He struggles with an E/BD. I spoke to his homeroom teacher, and she told me that he is more successful when there is a visual of our class routine. This support of directions was very helpful to him, and I left it written on the marker board for others to see as well. After that experience, I am more intentional with providing a copy of directions. I used this accommodation recently for "Name that Tune" where students had to identify letters on/under the staff, perform it, and identify the melody. Directions remained on the screen as they worked with partners. |