12/16/2020
Topic:
Students with Disabilities
Carrie Brooke
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I had a wonderful student with pronounced Autism during his 4th and 5th grade years. He had great difficulty dealing with sensory experiences and with social interactions. However, he really loved music and especially singing, so my Chorus room was a happy place for him. I made sure to maintain a familiar and consistent routine in rehearsals, and was grateful to have a very caring group of girls in the group who took this student under their wing whenever he showed signs of frustration or anxiety. I was thrilled when he accepted my invitation to perform the duties of Chorus Librarian, which made him feel important, and also helped him interact with peers. There was a water fountain right outside our classroom, and we had an arrangement that if he ever felt overwhelmed and needed to step away for a moment, he only needed to ask to get a drink, and could slip out for a moment without feeling conspicuous. I am always amazed by how the Fine Arts setting diminishes 'disabilities' and brings out extraordinary talents and, of course, so much joy! |
12/16/2020
Topic:
Students with Disabilities
Carrie Brooke
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Great approach, Ruthie! There are always mature leaders in the room who can model supportive and compassionate outreach to their peers. We're lucky to have those students around to help us foster the "team" spirit we're striving for. Ruthie Antmann wrote:
I teach a student who is autistic. He is fairly high-functioning but has a lot of social trouble. He has a hard time understanding the correct and appropriate ways to interact with others. I try to help him by carefully choosing students to do cooperative activities with him, and by structuring those activities to help him have the appropriate social reactions. I also remind him frequently about how others might perceive his words and that helps him function better within his classroom. |
12/16/2020
Topic:
Students with Disabilities
Carrie Brooke
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Sara - Bravo on your heartfelt and honest post! I'm sure most teachers, brand new or teaching for decades, would agree that we have learned (and will continue to learn) much more from our students - especially those with learning challenges - that we could ever teach them. Every student has unique needs. The fact that you are trying so many accommodations just means that you have more tools in your toolbag to assist future students! Sara DiPardo wrote:
I have a wonderful student with cerebral palsy. The student is in a wheelchair but also has a very nice walker. The student usually comes to music in the chair though. The student also has a paraprofessional that helps. the student sits on the end where I can get to them more easily and help. The student is very rigid and stiff and has limited use of the left hand but can more easily use the right. I do accommodations with mallet instruments with by having her play the larger ones. I still help with my hand on top to guide. Recorder is something I am struggling with accommodations for. I try to cover the students hands but it's difficult having to use both and not very successful.
I repeat directions although the student doesn't have any problems with hearing but with speaking. I have had the most success with dancing/motion that only requires the upper body. The student LOVES this especially if it's a game where if you move robotically or can be "silly" the student is more successful and obviously has more fun too.
This has been my first student with Cerebral Palsy and I have already learned so much about accommodations. I am embarrassed honestly in how little I feel I have done. I need to work on SO much. This course has made me so aware. I look forward to using a lot of these ideas next year! |
12/17/2020
Topic:
Tools and Strategies
Carrie Brooke
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Reflection Strategies: "Discovery Learning" is a perfect way to introduce Latin percussion instruments to my mixed classroom of general learners and students with disabilities. We sit in a circle with one percussion instrument at a time displayed in the center of the circle. We describe, compare, associate and analyze each instrument, then I demonstrate playing the instruments emphasizing musicality and care of the instrument. Next, I invite students to demonstrate for the class in the center of the circle. The culminating activity is to have the full range of percussion instruments arranged in our original outer circle (sort of like individual centers) and have the students move to each instrument and experiment while playing to background music of different genres. This strategy is helpful for our ADD/ADHD students stay focused and manage impulsivity, for our Autistic members to have comfortable, managed sensory experiences, for our learners with orthopedic impairment to try out adaptations for playing each instrument, and so much more!
Breaking Tasks Down: "Task Analysis" helps all learners, but especially those with disabilities. The best example I can describe is teaching the reading of traditional music notation to my Chorus students (sight-singing). For many, reading musical notation is similar to learning another language, and in many ways, it is. By breaking down the task into smaller steps, students of all abilities achieve success faster and more easily. We begin with a single melody line on a single staff, and follow this sequence: Chant rhythms, follow the shape of the melody while singing on a neutral syllable (looking for patterns scale, skip, same), sing the example using solfege syllables, sing the example adding the text. This method can be the key to success for those with Specific Learning Disabilities affecting reading and writing. Pairing with a buddy, using a pointing tool, and using teacher-created, simplified (uncluttered) notation are also helpful accommodations.
Administrator wrote:
Choose One(1):
- Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
- 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.
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12/17/2020
Topic:
Assessment of Learning
Carrie Brooke
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Although I have taught students with varying disabilities including Autism Spectrum Disorder, Emotional/Behavorial Disabilities and Orthopedic Impairment, by far the most prevalent types of student disabilities at my school are from the "Other Health Impairment" category - ADD and ADHD. The primary assessment accommodation provided for my ADD students is allowing extra time. Since these learners experience limited alertness to the educational environment, providing extra time on assessments allows them to re-focus (with instructor prompting) and complete the task. There have also been students in my class that were so distracted by environmental stimuli that it was helpful to offer a change of setting during assessments, and utilize the small practice rooms adjacent to our classroom. This strategy also supported our general learners who may have been distracted by the frequent prompting for the ADD learner. Win-win!
Administrator wrote:
Choose One(1):
- 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.
- Option 2: Think of a music student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her music learning. Share your response in the threaded discussion.
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