9/9/2020
Topic:
Students with Disabilities
Kathleen Mannion
|
This is my first year teaching music, but when I was doing my student teaching I had a student with a visual impairment. He played the baritone, which is traditionally in the last row of the band. Our band was small, so we kept him with the other baritones but had him sit on the end of the row, so he could see the conducting better. We also made enlarged copies of his music for him, and if it was needed one of the percussionists would help him turn the page to keep up with the music while they had extended rests in their part. |
9/10/2020
Topic:
Students with Disabilities
Kathleen Mannion
|
I think that using graphic organizers during a listening or music history unit would be a great implementation of UDL. The students could put the time period or the piece in the middle, and add the supporting details and characteristics and key composers of the period to help make connections and visualize them. This would help the student with a disability be able to map out their thinking and connections, but would also benefit every other student as well.
I could also use mnemonic devices to help teach the pitch names for both treble and bass clefs. I can teach the students the mnemonic devices, and then challenge them to come up with a different one that would also work. For example, bass lines are GBDFA. The mnemonic device I use is Great Big Dogs Fight Animals. I like this one for bass clef because it has the line names, but big dogs also evoke the aural image of deep, low sounds. This work for bass clef because these are our lower pitches. However, I have also heard Grandma Brown Don't Fool Around used as a mnemonic device for bass clef lines, so there are other ways we can make connections.
This is my first year teaching music, but when I was student teaching we used a printer to enlarge the notes on sheet music to help a student with a visual impairment be able to read his music. He was able to better focus on his playing and we could focus on other areas because he did not have to struggle with trying to read the notes on the regular sheet music. |
9/10/2020
Topic:
Students with Disabilities
Kathleen Mannion
|
When I was doing my student teaching I had a student with a visual impairment. An appropriate accommodation for assessment could be to read the questions to him if we were doing a written assessment. This way he would not struggle with trying to read the question, and could just focus on the content of the question and how he is going to answer it. Another accommodation would be to allow him to take the assessment on a computer or Ipad, that way he could easily enlarge the text or notation and be able to see it without struggling. |