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George McAllister II

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12/30/2019
Topic:
Students with Disabilities

George McAllister II
George McAllister II
Fine Arts educators:
  • Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.


I’ve had Students with Disabilities in the past (as well as now) that cover both ends of the participatory / engagement spectrum. Of a particular group of students that I have now (that attend class with a group of 5th grade students), there are a host of ways that their learning is challenged when we’re using recorder instruments (with both physical and language impairments), however, they are quite productive with rhythm sticks and / or glockenspiels (when they are to engage with instruments with melodic capabilities). In the future I plan on investing in recorder instruments that are more conducive and easier to manipulate with their unique set of physical challenges: instruments specifically designed with students / persons with disabilities.
12/30/2019
Topic:
Students with Disabilities

George McAllister II
George McAllister II
Fine Arts educators (choose one):
  • Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.


I’ve had Students with Disabilities work alongside a paraprofessional, utilizing the strategy of Mnemonic Instruction—devising their own unique “memory aide” for the Treble Clef Staff letters of F-A-C-E. I’ve also partnered Students with Disabilities with a “buddy” utilizing the strategy of Peer Partnering—allowing them “small group” time to practice a song on classroom instruments before we performed the song as a class.
12/31/2019
Topic:
Students with Disabilities

George McAllister II
George McAllister II
Fine Arts educators (choose ONE):
  • Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
Response: Point to Answer
Response: Technology


I have students now (as well as in the past) that have verbal / physical limitations, however, they are able to verbally and musically engage otherwise (with singing / movement, etc.). I typically allow students within most classes and grade levels time to interact within their small groups during our music class. As regards assessments, Students with Disabilities could utilize the assessment strategy of “pointing to the answer” wherever / whenever there may be a physical limitation that may prevent them from writing. Students could also benefit from the utilization of technological devices to record their responses / answers.
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