4/22/2019
Topic:
Students with Disabilities
William B Sparrow
|
Though I currently teach elementary music, I once had a high school band student who was Other Health Impaired. He had suffered from seizures at times, though never in class. He had some processing issues with reading notation, but his musical ear was very keen. He and I worked together on note durations (ex. half notes) in a one-on-one setting where he could receive targeted and explicit instruction. His family also hired an excellent private teacher who put together a practice regimen and simplified some of his musical parts, while retaining the musical function of the part. |
4/22/2019
Topic:
Tools and Strategies
William B Sparrow
|
I have also used chaining to reinforce one musical figure while adding a new one. Eventually, this also serves the student musician by helping them to make transitions between musical ideas and phrases. This strategy could be particularly helpful for students with Specific Learning Disability, ADHD and more to promote focus on bite-size chunks of information, while gradually chaining together longer phrases.
Peer Partners is something I would like to do more of: this can be helpful for students with a Visual or Hearing impairment, students with ASD, or students with an intellectual disability. Students can rely on their peer partner for constant feedback and coaching to develop greater confidence and sense of community. In addition, the partner doing the modeling is engaged in assisting their classmate and gaining valuable experience and confidence as well. |
4/23/2019
Topic:
Assessment of Learning
William B Sparrow
|
In the past, I have had students that would have benefited from additional time during testing or additional time for big projects. This would be in cases of ADHD, OHI, or other disabilities. In these cases, students who work slowly due to their disability would feel less pressure and be able to work thoroughly during the written or multiple choice test. Preferential seating was and - in other cases - could have been helpful for individuals with ASD, OHI, ADHD, and more. The preferential seating close to the teacher allows for proximity: promoting student attention and ability to ask and answer questions even more quickly.
edited by William B Sparrow on 4/23/2019 |