4/8/2017
Topic:
Students with Disabilities
Roslyn Lawson-Lee
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One of my students had a visual impairment - partial vision. She was able to be very successful in class with a few changes. She sat in the front of the room, near the board. Her guide sheets and other printed work (tests, graphic organizers, etc.) were printed in a large font. I wrote things on the board in a larger size as well. When she needed items read out loud, I would do it or have a student do it. Lots of verbal repetition was used for directions that were written. Also, she could sing with the rest of the class and used large print music. |
4/9/2017
Topic:
Tools and Strategies
Roslyn Lawson-Lee
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Option1: For students with difficulty remembering terms specific to the class subject, I could use a graphic organizer for vocabulary terms. The students would have to write the term 6 times; the definition; a synonym; an antonym; use the word in a sentence correctly; and draw a picture to represent the word. Reviews of the term would involve the students using the terms to describe pieces of music. Differentiated instruction could be used to help students at different ability levels for sightreading music. I would use 3 levels of sightreading books - beginner; intermediate; and advanced. Assignments from each book would be given to the 3 groups with different time limits (i.e., longer for the beginners).Beginners would include students with processing disorders (i.e.,music symbols, notes, rests, etc.) Then, each group would have to perform their sightreading exercises for the teacher. Some would be for practice.Later, graded exercises would be given. At each level, I would continue to monitor their progress, give individual help, as needed, and, increase the difficulty as they became more proficient. The mastery goal would be that all students become proficient enough to perform the sightreading exercises individually, at each level. |
4/9/2017
Topic:
Assessment of Learning
Roslyn Lawson-Lee
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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.
-I had a student who was deaf in the right ear - D/HH - Deaf or Hard-of-Hearing disability. He was in my chorus class. I had him sit in the front row, in front of me, a little to his right so that his left ear/side was near me. He was able to learn his voice parts in the songs, do vocal warm-ups, and passed the class with an "A." When he struggled with pitches or words, I would work with him one on one and give him alternative written music assignments.
-A student could not use his right arm/hand - OI - Orthopedic Impairment. Students had scales and music pieces to work on at the piano. I allowed him to play all the left hand sections of pieces and do his scales with just the left hand for his grades. I also allowed him to play the right hand parts with his left hand alone at a separate time from when he was playing left hand parts and gave him extra credit points each time. |