4/10/2019
Topic:
Students with Disabilities
Tamara Lewis
|
Most recently I had a student who was visually impaired. The accommodation was simply enlarging the music so that he could see it easily. This was easily accomplished in beginning band, where the lines of music fit on one large page. This became more problematic when a selection of music, like for a concert, could not fit on one or two pages (11x17). The student was diligent and worked hard to memorize most parts to make it easier to perform. I always made sure he knew what we were doing (by describing any facial expressions or other small movements or gestures) as well as giving him extra time to learn his part. |
4/10/2019
Topic:
Tools and Strategies
Tamara Lewis
|
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.
1. Guided notes. This helps students focus in on important details without having to write everything down. Students who struggle with writing or copying notes still experience copying down information to review later.
2. Self Evaluation and Reflection. I have students frequently reflect on their performance skills - individually, small group, and large group. By recording or listening to others, and identifying errors and describing fixes, students reinforce skills they have learned. |
4/10/2019
Topic:
Assessment of Learning
Tamara Lewis
|
With a student who struggles with tracking - both reading English and music - I have assisted by pointing to measures, covering other lines on the page to assist with focus, and used colored transparency sheets. Each of these strategies were adapted from ELA classrooms to assist students with tracking, dyslexia, and other readings issues. |