2/9/2021
Topic:
Students with Disabilities
Jennie L Howard-Zeno
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So many students to choose from! I taught a student from K-5 that had a physical limitation - she was born without two fingers on one of her hands. The biggest adaptation I made for her was when playing instruments or using materials that required fine motor skills. I would adapt the instrument so she could play it, or let her choose a similar instrument that she could hold and play. When we got to recorders in grades 4-5, I would put tape over some of the holes that she could not cover or I let her play with right hand on top with the hand that hand that was able to cover the necessary holes. She was quite successful, and even went on to play trombone in middle school. |
2/11/2021
Topic:
Tools and Strategies
Jennie L Howard-Zeno
|
The first strategy I can implement in my classroom is discovery learning. I would use this in K-2. I would present a concept or an instrument to the class and guide them to discover everything they need to know about it. Like in the example with the drum, as students describe what they see, and what they hear, they are more take ownership of the many ways to play it safely, as well as its name and what it looks like and how it is used in different music. All students (not just ESE) will benefit from this, as we are having to reteach the basics to them as they return to brick and mortar schools.
The second strategy I use is chaining. Funny thing, the example given in the reading for playing the recorder is my exact process for teaching a new piece. I could probably copy and paste it from a past lesson! I start with reading the rhythms, then clapping them, then identifying the pitch names, then saying the pitch names in rhythm, then say it again with fingers on instruments, then playing it. then I will throw in a Kagan "play it for your shoulder partner" on both sides, so that the students who need more help get help from a peer, and the more advanced students get to teach what they know. I break it down into 2-4 measure chunks if the piece is longer. This helps with getting the students to realize they can self-correct, as well as gives me time to give direct and immediate feedback. Again, ALL students benefit from this strategy. It allows those that are more advanced to be challenged and those that are a not so advanced a chance to learn and practice. |
2/11/2021
Topic:
Assessment of Learning
Jennie L Howard-Zeno
|
At our school, the self- contained class is included in resource in a class that is close to their age, but also appropriate for their abilities. When the class this group attends music with is taking a written assessment, I will read the questions and answer choices to the class. As some of the students with disabilities lack some fine motor skills, I will also have them circle or X their answer instead of filling in a bubble. |