12/5/2019
Topic:
Students with Disabilities
David LaJeunesse
|
In past experience, I taught music to students with visual impairments. Some students were satisfactorily accommodated by sitting in closest proximity to the front of the class for on screen presentations. To learn singing by solfege, I introduced the solfege syllables using hand signs and sometimes needed to help the student shape the signs in her hand to feel the differences. When necessary, she would feel the hands of the leader to properly respond to the solfege signs. I also used enlarged printouts of the solfege signs. For reading and writing musical notation, I produced enlarged staff paper, clef signatures and other musical notation elements with great success. She was able to achieve the standards in her music special area class along with her general education classmates. |
12/5/2019
Topic:
Students with Disabilities
David LaJeunesse
|
Kathleen Holmes wrote:
I have had success using Venn Diagrams to compare different pieces of music in my classroom. I have used the mnemonic organizer to teach the names of the spaces. Fat And Chubby Elephants, then we put those on our hand staff and I show the four spaces between the fingers and how the elephants space between the pointer finger and thumb is bigger. it really helps them to remember the spaces better.
As for technology, I like to make melody maps with a moveable picture that can trace over the melody to show when the sounds are getting higher or lower.
I love some of the ideas you shared in your post, especially the hand staff for learning the note names and Venn Diagrams for comparative analysis. |
12/5/2019
Topic:
Students with Disabilities
David LaJeunesse
|
Rosa Fiol wrote:
In music class sometimes it gets loud with instruments playing and lots of singing. I clearly remember when a student in class in the Autism Spectrum became sensitive to these loud sounds. He was showing signs of distress and placed his hand over his ears. As soon as I noticed this I quickly encouraged the class to sing softer and changed the type of songs for more gentle songs. Another time is when a student with an Orthopedic Impairment (OI) was supposed to playing with a group of student. The kids in the other group struggled to include her. I tried to suggest ways to and tried to explain to those students how best to include everyone no matter what without interrupting the class as to not make a big show and call attention to this student.
I am grateful for the strategies suggested to assist students with ASD and their sensitivity to sounds. Recorders certainly present a unique sound profile and I know many general education students who struggle with large ensembles of them playing together. I really appreciate the suggestion for splitting into smaller groups for peer practice and coaching. |