6/13/2017
Topic:
Students with Disabilities
Tyler Losco
|
In my first two years of teaching high school band I had a trombone player with Asperger Syndrome. He played extremely well, making the Florida All-State Band and performing at State Solo & Ensemble. He was very fast with reading rhythms and adjusting pitch for intonation. However, he would often "zone out" and I would have to get his attention to get him back on task or would have to repeat instructions. While he struggled with social interaction his peers in band were very accepting of him. He was even able to help some of the other students with their music and trombone-playing.
I also had a blind student in one of my piano classes. She was always accompanied by a paraprofessional who would guide her and sit with her during class. I was able to show her how to feel where the notes were on the keyboard. She was actually faster than most of my other students with learning the note names and where they were on the keyboard. I was able to submit her assignments and music to be written in braille for her to read and play. |
6/13/2017
Topic:
Tools and Strategies
Tyler Losco
|
I can use Tiered Lessons to differentiate instruction in my band classes. I can assign parts to students based on current ability level. An advanced student can be challenged with a more complex part while a student with a learning disability may benefit from a simpler or modified part. I can also use Venn Diagrams to compare genres, time periods of music, composers, or specific pieces. The Venn Diagram may help a student that has hearing loss or a student that benefits from visual guidance/mapping. |
6/13/2017
Topic:
Assessment of Learning
Tyler Losco
|
I had a student in my beginning band class with an intellectual disability. I altered his playing tests so that he would play one measure at a time for me. He struggled to play the entire exercise continuously at a steady tempo so he did much better when I allowed him to break it up into smaller chunks. |