6/7/2020
Topic:
Students with Disabilities
AUBURN LINDSAY
|
I had a student with a physically impaired arm. His other arm was fully functioning, so the only times he was disadvantaged was when an activity required use of both arms, but we would often work together to determine an alternative movement, or he would play in conjunction with a partner, or with only one hand. He often volunteered in the decision making as to how he could participate. |
6/19/2020
Topic:
Tools and Strategies
AUBURN LINDSAY
|
In regards to Option 1, I have a unique situation with my Band program, in that we have very few students ranging from 6-12 grade and some are beginners, whereas others have been in the program for a long time. We use a lot of peer tutoring in helping out the beginners, or those struggling more than others, and it has worked well. I also employ a lot of differentiated assignments in that setting as we tackle music that we can play as an ensemble with so many variations in skill and experience. I believe this would be a similar approach with students with disabilities. With Peer Partners, students learning the same or similar instruments could support their peers through modeling and assisting with fingerings, steady tempo, or reinforcing tone production. Differentiated assignments also in that environment can include performance of a piece, research on a composer, improvising an ending phrase, composing within a given set of guidelines (which itself can be expanded or simplified depending on readiness). |
6/24/2020
Topic:
Assessment of Learning
AUBURN LINDSAY
|
I haven’t had a lot of experience with students with disabilities, but I have had one or two that required extra time or jammed a finger or got braces for the first time, making tone production difficult on their instrument. In each of these cases, I can provide extra time on an assignment or test, as needed. Students with an injured finger, can continue to participate in class by isolating the injury temporarily and working only one hand, identifying correct fingering from a chart or picture, singing an individual part, or tapping out a rhythm. My students with braces, are given time to adapt to the change and focus again on fingering, rhythms, musicality, mechanics, etc. while allowing for the tone production to return during the adjustment period. |