1/20/2020
Topic:
Students with Disabilities
Meghan Victoria Doyle
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I have a student who transferred into my beginning band 2 months ago, with significant reading impairments. She could not read music on the staff, and translate that into fingerings for her euphonium. We sat down together and developed a color coding system for the different fingerings and another for what partial she needs to play on. This has significantly helped her, and now she brings her instrument home every day to practice.
Administrator wrote:
Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion. |
1/20/2020
Topic:
Tools and Strategies
Meghan Victoria Doyle
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I had a horn player who was hard of hearing and could not identify if she was on the correct pitches. I utilized the "Tonal Energy" app where it would display what note she was playing and what in what octave. The helped her as she was able to "feel" how her embouchure should be for certain notes.
Administrator wrote:
Choose One(1):
- Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
- 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.
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1/20/2020
Topic:
Assessment of Learning
Meghan Victoria Doyle
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I have a saxophone student who is on the autism spectrum, and cannot tolerate the sensation of articulating on his reed. Instead of having him articulate on scale tests, he slurs the entire scale and then afterwards explains & demonstrates for understand with his fingers the mechanism of articulating (tongue to reed).
Administrator wrote:
Choose One(1):
- Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
- Option 2: Think of a music student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her music learning. Share your response in the threaded discussion.
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