3/2/2020
Topic:
Students With Disabilities
Joe Hartley
|
I have an autistic student in my guitar class. He has little to no issues with the curriculum itself, but does have student-to-student issues which can lead to further issues. One aspect is the lack of, or different, social filter he has which can at times allow him to say comments that are somewhat offensive. I use this as a teachable moment about empathy and having him focus on how he would feel if that same comment were directed at him. |
3/26/2020
Topic:
Tools and Strategies
Joe Hartley
|
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 the needs of a student with a disability.
One strategy that would be useful for a student that has a disability is using tiered lessons. In an ensemble setting this could be done by meeting in sectionals which can adjust the pacing of instruction using a small group setting. Another way of using tiered lessons would be to adjust the complexity of a part. Many times in my guitar class I will have students just focus on the melody line if playing the chords is too challenging at that time. Then as they are ready we add a note to the chord and so on, until they are ready to play the full chord.
Another strategy that would be useful for a student that has a disability is to provide differentiated assignments. One of providing this would be to provide individual instruction. This addresses amount of structure needed for the assignment, number of steps required for the assignment, and form of the assignment. |
3/30/2020
Topic:
Assessment of Learning
Joe Hartley
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have had quite a few students on various levels of the autism spectrum. These students often have high anxiety over assessments, whether they simply be an in-class check or a performance. Adhering to the Universal Design for Learning, all of my assessments are open to be taken/re-done throughout the entire grading period (extended time). I have also altered the setting. For example, for one student that had anxiety over playing in front of the class she had the option of coming in and playing just for me. |