4/1/2021
Topic:
Students with Disabilities
Melissa Wight
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I have a student that is on the autism spectrum. This causes him to misread when it is appropriate to play his instrument and not play his instrument. He will often play when we should be in rest position and not play when I ask the ensemble to begin playing. He tends to also have a difficult time during sectionals and working with his peers. To accommodate this student I would sit him closer to me so I could quietly cue him in to when it is appropriate to play. This student also had a difficult time following directions, staying organized, and following along in his music. I would provide several reminders to redirect him back to task and call out measure numbers multiple times to redirect him to the correct place in the music. |
4/19/2021
Topic:
Tools and Strategies
Melissa Wight
|
I have used technology in the classroom to help a student with disabilities by providing backing tracks and play along tracks for them to model and practice against. I have had students that struggle to learn to read music, and play better when hearing their part. I will record myself or create play along and accompaniment tracks to help these students learn and feel more confident on their parts within the ensemble |
4/20/2021
Topic:
Assessment of Learning
Melissa Wight
|
I use extended time for most of my students with disabilities. I have learned that not all students are able to master an exercise, read music, take dictation, or learn a technique at the same rate. I also allow students with disabilities multiple attempts at mastery. If they play or record something once, I always allow the option of feedback with the ability to continue practicing and play it again. |