11/19/2019
Topic:
Students with Disabilities
Mary Fontana
|
I have several students that have mild ASD, they vary in age and the manner in which their disability manifests itself. Some can not handle the noise in the music class; especially when it comes to recorder class. Others have more social and emotional issues. For the recorder class I don't let all of the students play together at the same time. They do a lot of group practice on fingering and rhythms then are assessed one by one performing.
The social and emotional issues are addressed also through group work. I put the ASD student in a group with their friends so that there is less chance of an emotional outburst and monitor them very closely. When there is an issue I reason with that student on the side and their friends are glad to help. |
11/20/2019
Topic:
Tools and Strategies
Mary Fontana
|
When I have students with a specific learning disability such as difficulty writing or spelling I often use technology. The Smartboard has a variety of ways to assess students without the need of writing or spelling. I often have the students go to the board and ID instruments by the way they look or sound by touching the correct instrument on the board. I also use an interactive recorder fingering chart for student who have difficulty remembering
the proper fingering. |
11/20/2019
Topic:
Assessment of Learning
Mary Fontana
|
In assessing recorder students who are having difficulties due to a disability I often use collaboration and support as well as repetition of information. When I see the student in question is not progressing as expected, I team them up with a buddy who can help coach them. They then work on advancing the students progress through repetition of fingering and marking rhythms. |