1/27/2017
Topic:
Students with Disabilities
Brian Hellhake
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I had a student named Yamil. When he was younger he had lost 97% of his sight. Yamil was one of the most positive, pleasant students I have ever had. Of course, with his blindness, reading music was very difficult. The use of finger tapes on a stringed instrument was useless. To accommodate Yamil, I used adhesive sandpaper was finger tapes, this way he could feel his finger placements. I would record each line of this method book as an mp3, with an instrument playing and a layered reading of the pitch names. |
1/27/2017
Topic:
Tools and Strategies
Brian Hellhake
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Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I have been using Smartmusic with my students for the past couple months. I have a student who has special needs for hearing. She has a IEP to have upfront seating so she can hear better. I have found the feature where she can play the entire orchestra part or just hers. It allows her to use head phones and her part better. I also have been using smartmusic for those students who have IEP for additional assessment time. It allows me to accommodate her needs very easily. Finally, I can use it to differentiate for students easily. I can assign smaller chunks for those students who need a slower pace. Students who need a challenge can be assigned larger chunks. |
1/27/2017
Topic:
Assessment of Learning
Brian Hellhake
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I am thinking of how I use Smartmusic for the students playing test. As playing tests are assigned, I can modify the parameters of the the test. For the students with a slowing learning pace, I can assign smaller parts with a slower tempo. I can increase the challenge by speeding up the tempo and in combination with the length of the assignment and the selected difficulty of the music, I can adapt the assessments to any student's needs. |