2/27/2020
Topic:
Students with Disabilities
Erika Winter
|
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.
I have two twins in first grade who have apparent IND or Intellectual Disabilities. They are both on the lowest end of the spectrum as far as their ability to meet tasks and understand. They are not able to make sense in conversations and often stare blankly if asked to do a task in music. Although their behavior is not an obstacle to overcome, it is their lack of communication and inability to participate like the others that is a challenge to overcome. Often times I will get next to them and show them how to play the rhythm if I see they are not doing it like the other students, or I will use them as an example to demonstrate the right way to do something, by coaching them along in a step by step process. I try to avoid any length of communication, and rather show them by example what the activity is. I also allow them some freedoms to watch until they are ready to join in and show ability to do the activity correctly. |
2/27/2020
Topic:
Assessment of Learning
Erika Winter
|
I have two twin students with IND or Intellectual Disability. They are in first grade and both function in a very apathetic way, in their movement and in speech. They do not seem to be engaged in class and are not able to communicate like the others in the class. When I ask them a question, they do not understand and are not able to respond in an efficient way. What I do is try to show them by example and use them as a positive example to the class when demonstrating what I except of the whole class. They seem to get what we should be doing if I allow for some freedoms in their situation.
As far as assessment, I like to use an ongoing assesment with these students as they grow in rhythm reading and in using their body percussion to portray rhythms. They have a summative assessment by demonstrating mastery of rhythms that I have been priming them for throughout the year. Most of the students with IND are able to demonstrate by the end!
edited by Erika Winter on 2/28/2020 |
2/27/2020
Topic:
Tools and Strategies
Erika Winter
|
Option 2: When I use technology in he class such as projecting important music youtube videos or songs/ or project using my overhead projector of pictures or sheet music for the class, it helps to connect all students in such a way that aids in a visual, aural way. The students with disabilities seem to be glued to the videos on music that I show and are able to retain more knowledge of the subject through the use of videos. For example, with my first grade, I have found a video called "Backstage with Bleeckie: The Dallas Symphony Orchestra and Britten's The Young Persons Guide" that really captivates the students on all levels in effort to show important instruments in the orchestra. After, I am able to ask questions about what they saw and my IND students are able to recall answers! |