6/13/2017
Topic:
Students with Disabilities
Kevin LeVine
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Describe how fine arts educators can use the state and federal laws to advocate for the inclusion of students with disabilities in fine arts.
There are many opportunities for inclusion of students with disabilities into fine arts courses. The state and federal laws are designed to include these students in all areas, including the arts. I have seen many students with disabilities succeed in fine arts courses over the years. For example, students with visual impairments are often able to achieve at very high levels musically. In high school, I had a friend who was totally blind and played the trumpet very well in our band. He participated with the marching band and played in the pit. A few years ago, I had a student with a hearing impairment on the color guard team. She had cochlear implants and was able to hear the music fairly clearly, but had a hard time with hearing spoken directions. Whenever I was giving instructions or directions to the group, I made sure she was seated close to the front of the room so she could also read my lips. This was one of her accommodations. |
8/29/2017
Topic:
Tools and Strategies
Kevin LeVine
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- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
An example of when I used technology to meet the need of a student with a disability is when I had a student with a hearing impairment in my class. The student had a cochlear implant, but she still could not hear things very clearly unless they were amplified. I used our classroom audio system to amplify my voice during class so she could hear better. |
8/30/2017
Topic:
Assessment of Learning
Kevin LeVine
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Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
I can think of one student specifically who I adapted assessments based on his disability. He was in my guitar class had autism. He struggled to be able to play beyond a mistake during a playing test due to his disability. I allowed him to complete his playing tests in smaller chunks, sometimes only a measure or two in length. |