2/25/2021
Topic:
Students with Disabilities
Malissa Baker2
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At the start of this academic school year we were not permitted to play instruments, sing, or even hum. In order to make music happen I started the class off learning body percussion and learning how to read rhythms. COVID prevented us from sharing materials, so I created PowerPoints for each song/lesson using color codes and through this process learned I had a student who is color blind. I modified my presentations to continue to include colors but also added images of the "actions" students needed to take to perform the song. Honestly I felt horrible that I didn't even think that color coding would be a struggle for some students, but thankfully I was able to provide the visuals the student needed in order to be successful (once the IEP came into my hands). |
2/25/2021
Topic:
Tools and Strategies
Malissa Baker2
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Technology assistance and visual aids are items I can easily implement in my classroom. Technology assistance can be used as an electronic instrument for students with physical disabilities who may not be able to hold a string instrument. Visual aides are also extremely useful to help students perform who may have limited retention and or developmental skills. I have used iPads as an assistive tool for students with disabilities. Behavioral students enjoy the "video game" aspect and interaction using NinGenius, and students with difficulty writing have also been successful creating music electronically. The apps on the iPad also lend for reinforcement, play, and other task learning. |
2/25/2021
Topic:
Assessment of Learning
Malissa Baker2
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- This academic school year has been different than any other, for sure. Rhythm tests: Students have rhythm tests where they write in the counts under each note/rest. The modifications I have made for a couple of my students include, less questions, larger font (or an enlarged copy), and for students who have difficulty writing they were able to speak the counts out loud to me or just clap the rhythms.
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