5/19/2020
Topic:
Students with Disabilities
Bennie Leverett
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Think of a student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
I was very fortunate to have a student with an intellectual delay in his development. While his processing speed was not as quick as his ensemble members, he had a very specific way of learning that allowed him to not only gain complete understanding of the music he was preparing, it also allowed him to commit the music to memory. I discovered this when I accommodated him with additional time to learn the musical pieces in a secluded area that had minimal interruption to his process as he focus was easily broken by things that he saw outside of his current task. These learning noted where provided by the parent from last years IEP as we where in band camp prior to the start of the school year at the time. As I observed him from afar I noticed that that he utilized a learning method he designed to assist him in learning his music. I was very curious of his method because once he learned a piece of music, he retained about 97% of the music after the application of his original method. I asked him if he would teach me his method and he was beyond excited to share. While I did not understand his method to its entirety, I was able to help him improve his method by guided questioning based on the AVID Cornell notes system as I am a former AVID tutor. This information was also provided by his parents.
I even gave him an opportunity to share the modified method to the ensemble in hopes that more students would take a more serious approach to learning their music. In this case his disability served as a motivational tool for all members in that students class.
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5/25/2020
Topic:
Students with Disabilities
Bennie Leverett
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A few years ago I had a student with a processing disability that was related to his autism. While the student loved music so much he could hear something just once he could play it by ear. While this was a strength of his I knew hid music reading still where vastly deficient. I knew that he could develop a more concrete understanding of the music he was hearing if he could learn to recognize the notes on the page. I utilized a music website called "MusicTheory.net". There I crafted practice drills that allowed us to focus on the need of his ability to recognize notations on the music staff. His recognition proficiency jumped! Not only was he able to practice anywhere via cell phone, laptop,tablet, desk top, he also would receive audio feedback that played the pitch of the note if the answer was correct. Once he showed mastery of one level, I would make increasingly difficult. By then end of the 1st semester, he was reading note names faster than many of the band members. |
5/25/2020
Topic:
Assessment of Learning
Bennie Leverett
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One marching band season we had a member who was wheelchair bound due to a genetic disorder. His best friend was apart of orchestra wanted to help my wheel chair bound student with marching band by volunteering to push him to each set. Due to the specific nature of the situation when it came down to assess each section on the days goals, we allowed additional time for these two students due to the uniqueness of the situation. Additionally we would allow the wheel chair bound students to call out the spots on the dot guide to the pushing student as an until he was able to memorize the parthways. |