3/3/2020
Topic:
Students with Disabilities
Katherine Seman
|
I have a student with Orthopedic Impairment. This child's right arm stops just after the elbow. She has a prosthetic arm but has outgrown it. When we play violin in class, it can be a challenge for her. We restrung the violin, and flipped the bridge so it could be played from her right side. Her right arm can hold the violin while she practices pizzicato using her left hand. She was delighted we could accommodate her so that she could experience beginning violin skills with her peers. |
3/3/2020
Topic:
Tools and Strategies
Katherine Seman
|
Strategy 1:
I frequently set up Peer Partners when the students are learning piano. I pair up a student who has mastered the song with a student who is struggling. This is very helpful with both my students of Intellectual Disability and my Language Impaired students. The students are always able to perform the song with accuracy after working with their Peer Partner.
Strategy 2:
I use self evaluation and reflection regularly in class. It is helpful to all learners regardless of ability. For the Language Impaired and students with Intellectual Disability, it is a great strategy. It is effective in keeping students honest about their effort and achievement towards the task. I use this strategy when students evaluate their performance with playing an instrument or when learning music theory. I adjust the difficulty level as needed for the LI and IND students so that they continue to feel successful in their effort.
Technology:
We use I-Pads in my music class to practice learning to read music notes. The students practice reading music on www.musictheory.net. This is a great program where I can tailor it to the students individual learning needs and progression. I can manipulate the program's level of difficulty for each student in the class. I set up the program in its easiest form for students of Intellectual Disability where the number of questions and the range of notes is very limited. As the students improve, I broaden the range of notes and lengthen the number of questions. |
3/3/2020
Topic:
Assessment of Learning
Katherine Seman
|
I accommodate my students with IND (Intellectual Disability) and LI (Language Impaired) with extended time to complete their work. When the students are working on piano, I give the students with IND and LI extra time until they have it mastered. The students in the class are very supportive and want success out of each other. So sometimes, if needed, I will use Peer Partners to assist the student with disability so that they can complete their work and feel successful. |