5/25/2017
Topic:
Students with Disabilities
Shane Olson
|
The example I can provide is a young man who had a visual Impairment. He was nearly blind, but still had limited vision. He wore very powerful glasses, but they were not enough. When I had music for them to read, I either had to go and purchase a big book for him, that fortunately was available, or we had to have him use an incredibly strong magnifying glass. As a result, it took him additional time to produce the results needed, so he also had extra time as an accommodation. He had a very supportive set of parents, so they also would do what they could at home to assist, so often I created homework for him specifically that none of the other students were receiving. Overall, he was successful in the class. |
6/2/2017
Topic:
Tools and Strategies
Shane Olson
|
The most used for me would be peer grouping. As a choir, I can do "sectionals" which allow the students to work with their peers to learn their music.
I already use Letter Strategy. I am constantly, when sight reading music, have to have the students use "FACE" or "Every Good Boy Deserves Fudge" to remember the names of the notes on the staff.
For technology, I use a sight called Sight Reading Factory.com...it allows the students to practice sight reading at the level they need for as long as they need. When they feel that they have become proficient, they take a quiz for me to grade, and if they pass, they can move on to the next level. |
6/2/2017
Topic:
Assessment of Learning
Shane Olson
|
While teaching choir this year at the Middle School level, I used student journals as a form of assessment. I would have the children answer one of the LEQ's in the journal. When it came time for grading, I had a rubric used for all students, but based on IEP/504 accommodations, if a certain student had a specific item listed that was needed to be accommodated for, I implemented this for that student. |