1/13/2021
Topic:
Students with Disabilities
Heather Lozano
|
For 4 years now I have had a student in my music class who is ASD. I have learned that he is very sensitive to loud noises. When he was in first grade he would not step foot into my classroom due to students singing and playing loud instruments. He would refuse to come in. I accommodated him by speaking with his homeroom teacher and parents and asked if we could have him use noise canceling headphones when he came to my class. His parents and teacher agreed and the noise canceling headphones worked perfectly. He was now able to walk into my classroom and participate in music class while wearing his headphones. Fast forward 4 years later and he still wears them! This accommodation worked perfectly for my ASD student. |
1/13/2021
Topic:
Students with Disabilities
Heather Lozano
|
Headphones are just an awesome accommodation for students with ASD. I myself have used them and found that they work nicely throughout our activities in class. Anne Klytta wrote:
A few years ago, I had a student in my classroom who was on the Autism spectrum and was very sensitive to loud noises, including playing music on the stereo. The first objective was to move him as far away as possible from the source of the sound, and I was still conscious of how loud the music could be for the entire class. Occasionally wearing headphones that would muffle the sound somewhat when the class sang as a group also helped considerably. These headphones also helped him concentrate when it was time to do written work that required concentration. When we did a singing test, we were in a room together with a paraprofessional, and the test was conducted at a "piano" level, with this student able to echo the melody correctly, also at a "piano" level. |
1/19/2021
Topic:
Assessment of Learning
Heather Lozano
|
Last year I accommodated a student who has dyslexia. Their assignment was to write in a venn diagram the similarities and differences of two songs that we had been going over. The goal for the class was to have them describe all these ways and write the answers on their own. My student with dyslexia has an extremely hard time writing words to the point where it is illegible. For this assignment, I provided her with a word bank at the bottom of the paper to assist her in writing the answers correctly in order to place them in the venn diagram. |
1/19/2021
Topic:
Assessment of Learning
Heather Lozano
|
That is an awesome accommodation. I myself did something similar with a student who was dyslexic. I provided the words needed for them on a piece of paper and they then copied the words down into a venn diagram! Rebekah Gaylor wrote:
For a student who was not physically able to hold a pencil and record answers to an assessment, I adapted his assessment on classifying percussion instruments. Rather that drawing instruments in the correct area of a graphic organizer, the student was provided with small pictures of instruments and allowed to indicate where he would like to place each instrument. His classroom assistant helped him to glue the pictures in the place of his choice. |
1/19/2021
Topic:
Tools and Strategies
Heather Lozano
|
I have a student who is currently in a wheelchair. His hands are folded in which doesn't allow him to play the regular keyboard with all the other students. In order to accommodate him, I found an awesome piano app on my iPad that he is able to use instead. From there he is able to tap the appropriate keys when identifying them and play the songs we are learning in class. |
1/19/2021
Topic:
Tools and Strategies
Heather Lozano
|
Using iPad apps is an awesome tool for those students have difficulties learning the ukelele. I am currently using a few piano apps to help further my students' piano practice. Gwenn Weston wrote:
One way I use technology to help students is the use of iPads in ukuele instruction. Those students who have difficulty can use an app to practice individually or with a partner. |