2/3/2021
Topic:
Students With Disabilities
Jennifer Thrasher
|
One most recent students student was truly struggling with the ukulele. He had broken his arm and it had set in a funny angle (OI). He was unable to bend the arm and could not play with the left hand chording and right hand strumming. I tuned the instrument backward and he now plays with his right hand cording and left hand strumming. I had never considered this before but has worked really well for him and he is making progress. I also made the same accommodation for a student who is strongly left handed and he has had the same success. |
2/11/2021
Topic:
Tools and Strategies
Jennifer Thrasher
|
Peer Partners is one strategy that I will be utilizing during ukulele instruction. Some students just understand chording concepts faster than others. Interesting that not all my students with disabilities struggle but there are a few that do. Peer partners will allow those students to share their knowledge as well as assist others. Students are empowered by sharing what they can do well and reap the benefits of helping others.
The second strategy that will be implemented is differentiated assignments during ukulele class. I have taught 3 chords and there are three groups of student progress. Students that can play 1 chord, 2 chords and 3 chords. When we play through strum-a-long songs, students will have the choice to choose if they want to play 1, 2, or 3 chords and which chords they will play. Differentiated assignments will allow an opportunity for every student, including students with disabilities, to be successful even if 1 chord is played. This approach will also allow provide students a challenge for advanced students, power of choice for every student, and motivation to improve to the next level. |
2/11/2021
Topic:
Students with Disabilities
Jennifer Thrasher
|
I had a student with severe autism. He was most non-verbal but engaged in the classroom. During singing assessments, he was simply unable to sing the exact song selection as the other students. According to the IEP, I was able to adjust the assessments to better fit his ability. I sang a short pattern on "loo" and he echoed as best as he could. The assessment was adjusted to best fit the purpose of the assessment which was singing in tune. He was able to echo sing and match pitch of a so-mi-so-mi pattern. I was thrilled that he was successful and the students cheered his accomplishment which encouraged him to participate more during class. |