5/2/2020
Topic:
Students with Disabilities
Nancy King
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I had a keyboard student who was visually impaired (legally blind). I used a special music stand constructed to to bring the music closer to his eyes and 2 stand lights to brighten the page. I also enlarged the music to aid his vision. Without the accommodations he would have been frustrated and may have given up, but with these accommodations and a few extra help sessions, he excelled and was one of my best students.
I also have a band student who played trumpet. Her freshman year she was diagnosed with a brain tumor. Following her surgery she went through months of therapy for speech and the left side of her body. When she returned to school her sophomore year I wanted her to be a part of the marching band, so she played with the sideline percussion. For concert band I switched her to euphonium as she was able to hook her left arm around the instrument and hold it in her lap. By her junior year she marched (although still in a leg brace and without the use of her left hand) with the trumpet section and this year she auditioned and is on the leadership team. |
5/12/2020
Topic:
Tools and Strategies
Nancy King
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Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
When teaching my keyboard 1 and music theory students I use Mnemonic instruction for the names of the notes on the bass & treble staff and to aid students in remembering the order of the flats and sharps in the key signature. I also use Peer Partners for multiple activities, such as quizzing each other with flash cards, completing music theory papers and learning and performing scales and duets.I have used task analysis when teaching my theory class to write a percussion ensemble. Going backwards from a written ensemble and the steps and every detail that each group will need to complete in order to write their own composition.
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5/12/2020
Topic:
Assessment of Learning
Nancy King
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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.
I have had several students with anxiety disorder. If playing in front of the class for assessment purposes caused them anxiety they were allowed to come play for me during their lunch period of after school. Some students are able to stay after class. In band they are allowed to video record them playing their scales and submit their assignment by email. |