1/31/2021
Topic:
Students with Disabilities
Joan MacLunny
|
I had a Pre-K student last year (pre-COVID) with visual impairment. In that age-group, I normally do singing, finger-play and large motor skill
dancing and general "music and movement". At first, I use a "follow instructions" or "follow the teacher" venue for movement. Then I go to "free-style", meaning the students respond to indicate how the music makes them feel. My visually impaired student was encouraged to touch me or the materials I was presenting. He needed to feel the rhythm instruments thoroughly and to feel my arms and hands to understand what I was doing.
His hearing and speech were also delayed, but I could tell when he was happy and enjoying the activities. He displayed many enthusiastic body movements and verbal cues to express his understanding. |
1/31/2021
Topic:
Students with Disabilities
Joan MacLunny
|
I had a Pre-K student last year (pre-COVID) with visual impairment. In that age-group, I normally do singing, finger-play and large motor skill
dancing and general "music and movement". At first, I use a "follow instructions" or "follow the teacher" venue for movement. Then I go to "free-style", meaning the students respond to indicate how the music makes them feel. My visually impaired student was encouraged to touch me or the materials I was presenting. He needed to feel the rhythm instruments thoroughly and to feel my arms and hands to understand what I was doing.
His hearing and speech were also delayed, but I could tell when he was happy and enjoying the activities. He displayed many enthusiastic body movements and verbal cues to express his understanding. |