6/17/2020
Topic:
Students with Disabilities
Megan Richardson
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I had a student in my choir last year with autism. He was a really sweet student and highly motivated through music. Occasionally, he would yell out really loud or even yell at myself or a student. In those moments, we had to create a safe and warm atmosphere, where he was comfortable. His peers were aware of this and were all super supportive. He also would get overwhelmed by new subject matters, specifically in music theory. I would created a multi-tiered lesson and have special accommodations in place for the written work and delivering the material to the class. I also used mnemonics with him as well as all students to aid in the memorization of key signatures and other music theory pieces. |
6/17/2020
Topic:
Tools and Strategies
Megan Richardson
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- Option 2: 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.
Technology has been such a strong force in learning for all students. Specially for a student with a hearing impairment, I would let her use her phone/tuner on the music stand. The student is a trumpet player and highly motivated to play with everyone else. I had her download the band mate app which helps her play the note, see the note she is playing and then it tells her if she is in tune. As we emphasize ear training in music, that can be challenging with students who are highly motivated by music and have hearing impairments. She learned placement with her embouchure and "what the note felt like". I am proud to say, she has signed up for band again and always leaves with a smile on her face. In the midst of competitions and festivals, this is always a reminder to me in why we do what we do. To bring joy to students through the arts and give them something to be happy about and look forward to each day. |
6/17/2020
Topic:
Assessment of Learning
Megan Richardson
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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.
In the music classroom, I hold the students to a certain standard, but I also know where each of them are in their musical journey. This goes without saying, we differentiate by learning type, instrument and then if there is a disability in the ensemble. I have a student who is hard of hearing and there was an assessment where we had to play a full range scale. I knew she struggled getting just to a G, let alone a high C. I wouldn't have her perform her assessment in front of the band unless she was comfortable, and then we had our own practice plan designed to meet her needs and follow her timeline. I would play along with her, pair her with other students and strategically place her between two stronger players. She was supposed to wear her system to class and felt embarrassed. I was aware of this and we always had an understanding that we were working together and supported each other. It means so much to have students integrated with each other because they are able to shine and all learn from each other. |