12/9/2020
Topic:
Students with Disabilities
Jannifer Moses
|
I currently have a student that has been diagnosed with dyslexia. She initially had an extremely hard time tackling rhythms, especially on her own. Early on in the school year, I noticed the she couldn't keep up and the frustration. However, I didn't really understand the issue. About a week later I received notice of her disability and knew I had to work quickly to keep her motivated and engaged. I collaborated and did a little research. Thankfully, I was able to find some techniques and resources to assist. As a result, to accommodate and try to avoid embarrassment (which totally shuts her down), I provide many listening opportunities for her prior to the need to perform the patterns. Also, singing the rhythm and, sometimes, drawing it out with her before she ever actually sees the music. She has really excelled and improved quite a bit. Now, often, she can figure out simple rhythms without my assistance using her new found listening skills. I am very happy that she is proud of her accomplishments and is really enjoying her experience(s) in band. |
12/9/2020
Topic:
Students with Disabilities
Jannifer Moses
|
I am sure she feels really cool being able to keep up with the other students now. Glad you could find a way to make sure her disability wasn't highlighted and she has the same opportunities as all other band members. Good job!Jennifer Haber wrote:
I currently have a student with a visual impairment. I have enlarged all of the music on a photocopier to help her see. I also allow her to sit by herself instead of with a stand partner so that she can pull up the stand as close as possible to her. I have also made mp3 recordings for her to take home so that she can play along with them when practicing. |
2/24/2021
Topic:
Students with Disabilities
Jannifer Moses
|
I have a student with dyslexia. Of course, he has difficulties with short-term auditory memory. This makes him extremely frustrated and he shuts down. To help him obtain the much needed success, I have to make sure my instruction is not too wordy and not more than two tasks at a time. This strategy makes a huge difference for him and I get more cooperation and positive results. |
2/24/2021
Topic:
Students with Disabilities
Jannifer Moses
|
I use digital manipulatives all the time to supplement instructions. However, I have recently adopted apps like MorphWiz to help students perform in rhythmic framework. Consequently, students in need are able to achieve many of the same goals as others, but on a more individualized platform. In turn, it motivates them to desire the most success on their own. It's a win win for everyone. |
2/24/2021
Topic:
Students with Disabilities
Jannifer Moses
|
When teaching SWD, I find that different softwares are my best friend. I have adapted this assessment method and it seems to work. First, I create different groups: With one group, I circulate and grade the melodies. At some point, I hand out a written test at the end of the unit identifying pitch names and students complete a formal playing exam. With the next group, I circulate and grade the melodies, administer a written test at the end of the unit identifying pitch names. With the last group, I circulate to check progress and use data from computer software. The first two groups will eventually participate in a summative assessment at the end of the unit. However, I find that a gradual approach works best for them. |