5/14/2017
Topic:
Students with Disabilities
Susan Hayer
|
I have a student who has a hypersensitivity to loud sounds. We always made sure he brought head phones with him to muffle the sound when he was younger. It was difficult when the class was practicing a part on a metal barred instrument and he couldn't use the headphones to practice playing. We tried sitting him in the bathroom with the door open and his Para sitting outside the door. This worked for him; he was able to practice in this smaller room where the loud sounds were distant, yet able to here his own instrument. He is growing out of this sensitivity as he has grown older. We have added recorders now and he sits through a rehearsal with no problems. |
5/14/2017
Topic:
Students with Disabilities
Susan Hayer
|
La Toya Wilson wrote:
The students I am currently teaching are OI. Difficulties are mainly physical,however according to these kid nothing is impossible and I love their determination. Modifications used are adjustment of instrument,chairs,tables, making room for their wheel chair when performing on stage and in the music room. Hands on activities are continual process with all my students to master a new skill.
La Toya, I had a student with no legs other than a few inches past her hips. I had the legs of an old small wooden chair cut off so she could slide out of her wheelchair to the chair and then to the floor. She was then able to participate in our moving to music m |
5/21/2017
Topic:
Students with Disabilities
Susan Hayer
|
I had a student who was born without legs so she came to Music in a wheelchair. She could move around on the floor, but didn't want to be lifted out of her chair. In K-2 students need to be able to move around. I had a small, older type wooden chair that I had my husband saw the legs off. She was able to move herself in and out of her wheelchair independently so she could do the movement activities.
Another thing I have done is have egg shakers with Velcro straps for students who were unable to hold the shakers and play. |
5/21/2017
Topic:
Students with Disabilities
Susan Hayer
|
I have a high-functioning ASD student who is challenged with recalling directions. As I review the directions, I can involve him in creating a word or short phrase that summarizes or clarifies that step in his mind and we can write the directions with these words or phrases on the board so he doesn't have to constantly ask what comes next. |
5/21/2017
Topic:
Students with Disabilities
Susan Hayer
|
I have a 4th grade student with behavior management issues that I believe are psychiatric in nature, though the discovery is slowly evolving. He refuses to play his recorder for as assessment. I believe he could succeed in a one-on-one session where he does not feel threatened by other students observing him. He could come to my room with one fried and play his song without having to feel afraid of being ridiculed (ridicule perceived by only him.) |