5/6/2019
Topic:
Students with Disabilities
Kyle Handfield
|
I currently have a student that is on the mild end of the autism spectrum. He has been in my class for three years. Initially, he had a very good sense of musical intuition but just could not find an instrument that he particularly enjoyed. To my chagrin, he requested to change instruments several times and I allowed him to do so with each request. With a bit of practice, he has a natural talent at picking up a variety of instruments and figuring out how to play them. He finally decided on the clarinet and has stuck with it for the better part of two years now.
One accommodation that we regularly make during class is that overly loud sounds are very discomforting to him, so he has a pair of headphones that he prefers to wear most days that block out loud room sounds from band class. Despite this sensitivity to the loud sounds, the tone he gets from his clarinet is great and he is a very musical player. He tries very hard every day to better his technique and frequently practices. |
5/6/2019
Topic:
Tools and Strategies
Kyle Handfield
|
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I have had a student with a visual impairment disability that required the use of technology or very large prints of music. If possible, I would use the copy machines to enlarge the sheet music, otherwise, the student would actually use an iPad to read the music. The music would be scanned and loaded onto the iPad, and then using the magnifying abilities of the iPad image reading software we would make it so that the student could read the music better. |