4/27/2020
Topic:
Students with Disabilities
Anthony Zoeller
|
I've had several students with disabilities over the years in class, but the story that always springs to mind is of an autistic student in my general music class. While I try my best to get students to read the notes, I also value the ability to hear and remember, which is a different, yet no less valuable, skill. Anyway, I had the students read the rhythms on a page, and then we would practice them, as everyone does, and this sixth-grader focused on listening instead of reading, and after two or three hearings, he was able to execute the entire page of rhythms from memory! I mean, it was probably twenty measures long! He had several behavior problems, but I always kept him totally involved in the class, and I found that the students were quite compassionate. This happened in my second year of teaching, and it taught me several things, including 1) students with a disability in one area can be fantastically talented in another, unknown area that we might not value enough, and 2) that all students benefit from the inclusion of SWD, because they can learn to see the whole student and not their disability. |
4/27/2020
Topic:
Tools and Strategies
Anthony Zoeller
|
The technology tools I've been using during our present system of distance learning have benefitted students with disabilities and all other students as well. Using uploaded and/or recorded videos to explain in detail, recording live sessions for review later, and providing asynchronous learning options have given flexibility and extra support to all learners. I'm surprised every day at how well students are responding, and, as a teacher, I'm learning all the time about how better to serve the students. |
4/27/2020
Topic:
Assessment of Learning
Anthony Zoeller
|
Option 1: I try to offer a variety of choices for students to complete their required assessments. These options apply not only to SWD, but to everyone. Often, students are uncomfortable with submitting sung examples on their own, and so I allow for a written reflection submission to be done instead. Or, if a student is unable to attend an in-person rehearsal, I can schedule one with them separately. Specifically, though, I have found success with offering alternatives to written assignments in the form of pictures or computer-generated imagery. This allows students to use their preferred modality to tell the story they need to tell. |