3/3/2020
Topic:
Students with Disabilities
Angel Colon
|
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 have a student in my class now that has a really tough time with retention of new information and what we are learning in the class. Due to this, she has a hard time memorizing the pitches to the songs and remembering the words that connect to those pitches are even more difficult. She has to have her octavo for as long as possible while her peers can sing without them when we are days before a concert. |
3/3/2020
Topic:
Tools and Strategies
Angel Colon
|
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.
The first strategy that I could and have used in my classroom is the use of mnemonic devices such as learning the lines and spaces of the staff using Every Good Boy Does Fine for the lines which are EGBDF and FACE for the spaces because "face" rhymes with "space". Other mnemonic devices can be used to remember the strings on our instruments like on the violin its Elephants Always Dance Groovy (EADG). These mnemonic devices make it easy for all students including students with a disability to learn and retain that information. The second strategy I could use and have used is chaining. We could take an exercise in our method book (orchestra) and play the first measure, then the next, then play both measures, and continueosly add a measure at a time. I have seen this strategy work wonders expecially with my students that have a disability. |
3/3/2020
Topic:
Assessment of Learning
Angel Colon
|
Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I had a student who had a health impairment which affected his learning. He had multiple absent seizures throughtout the period. His mother said that with the medication it made it about 50-100 per hour and without it was 100+ per hour. This made his playing tests difficult because he would pause for a split second, sometimes several within the minute of his playing tests. While this caused slight problems with the rhythm, student had the choice to start over, or continue and I would not count the rhythm glitches. It was easy to identify as his eyelids would twitch and so I knew he wasn't faking it. |