7/26/2019
Topic:
Students with Disabilities
Cynthia Starling
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One student I had in beginning band was deaf/hard of hearing. She wasn't completely deaf but used coclear implants and an interpreter for class. She played clarinet and would sit near the front in view of both interpreter and myself simultaneously. I like to roam the classroom and had to adjust to making sure I was always facing towards her when I spoke. I used many visual cues on the board, on the sheet music, and through demonstration. We also placed a visual tuner on her stand so she could check intonation. Her stand partner often helped by pointing where we were in the music or to get her attention when needed. The first semester was a high learning curve but year two and three became easier. She even continued in band in high school including marching band. |
7/31/2019
Topic:
Assessment of Learning
Cynthia Starling
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Option 1: I have several students with Specific Learning Disorders come through my classroom each year. I started utilizing a three choice option for students to passoff for the given skill/concept being assessed. Students choose between a basic line \(usually a rhythmic/single pitch, or single concept line), a moderate line than extends the concept with different pitches or varied rhythms, and an enrichment line (incorporated the concept/skills with multiple other skills/concepts in a more complex manner). Students also have the opportunity to record and send passoffs to me for those students that need extended time and have social performance difficulties. |
7/31/2019
Topic:
Tools and Strategies
Cynthia Starling
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Option 2: Smart music is a wonderful tool for my students to record the exercise and get immediate feedback. This is great for my learners that are having difficulties hearing the errors they make. It shows them the specific errors that they can listen back to see how the errors are being made. This also helps for the visual learners and those with processing difficulties. |