5/1/2020
Topic:
Students with Disabilities
Aislinn Manning
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I work at a school specifically for students with learning and/or learning related disabilities. I have made many accommodations and changes to my daily teaching in order to make music accessible to all levels of learners. Making sure they feel safe and invited into the learning atmosphere is the most important thing; above any music making skills/capabilities. They need to know it's okay to make mistakes and that it's part of the learning process. I often rewrite parts for my students, help them label their music by labeling music and highlighting sections that are the same/similar and creating some sort of color coded visual layout for those students. They are allowed to test out several instruments and pick the one that they are most successful at. We often focus on the "basics" several times a year in order to help them be successful musicians. More so than I would with a gen. ed. population. Every child is allowed to perform at the best of their abilities - if that means simplifying the music so they are just playing a root note for the entire song, that's what we do! It's about involvement and encouragement more than the end product being "perfect." |
5/1/2020
Topic:
Tools and Strategies
Aislinn Manning
|
I frequently use peer partners in my teaching; I have several more advanced players that I pair with students who may be struggling on a like instrument or with reading notes, etc. I also frequently use mnemonic devices when learning new notes/rhythms etc... things such as FACE and "Every Good Boy Does Fine" are tried and true mnemonic devices that all of my students learn. They also create their own and may even create songs to remember new material. |
5/1/2020
Topic:
Assessment of Learning
Aislinn Manning
|
Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I have had several students with a variety of disabilities from Down's Syndrome to ADHD. I have adapted or given alternate assessments by letting them verbally answer or show me physically (via a picture or picking up an instrument) how to answer questions. I also adapt my rubric on how I grade those students so it's based on progress and their ability rather than a "perfect performance". They also have the option of playing tests in front of their peers or without their peers around by recording and/or requesting a 1-on-1 assessment. They are giving additional time and all directions are read aloud. Often, for students who are unable to demonstrate a concept like dynamics/tempo/articulation on a given piece of music I will have them do it on one repeated note so they are only focused on that concept instead of several at the same time (i.e. note reading, rhythms, AND the new concept). |