4/24/2020
Topic:
Students with Disabilities
Terrion Nelson
|
I have a student who has an Intellectual Disability. She was put in the beginning chorus last year, my first year in high school. She was shy and reserved and did not interact with many students. She seemed to have a problem processing information and memorizing her music. However, this year she is in my advanced girls ensemble and has grown and matured tremendously. She has become better at learning her music, as she is more secure in this smaller ensemble. She is focused and not afraid to sing out more and has been able to form relationships. |
4/24/2020
Topic:
Assessment of Learning
Terrion Nelson
|
I have a student who has a Specific Learning Disorder in my music appreciation class. He has a hard time with written assignments, so not only do I provide him extra time to turn in assignments, I have partnered him with another student to make sure he understands in class assignments and they work on projects together. I also work with him individually to give him the opportunity to give verbal response to assignments. |
4/24/2020
Topic:
Tools and Strategies
Terrion Nelson
|
The two strategies I can and have used are Peer Partnering and Cooperative Learning. Pairing a student with a disability with a student who has patience and compassion, as well as a stronger understanding of the content and/assignments provides a least restrictive environment for the student with the disability. According to the learning retention pyramid, students have the greatest retention by teaching each other.
Cooperative Learning is used frequently in my chorus classes, as the students work together in sectionals or smaller ensembles to work on a parts and/ or to create harmonies, dances and skits for a specialized performance. |