4/10/2021
Topic:
Students with Disabilities
John Weaver
|
I currently have a freshmen tuba player with autism. He is high-functioning and does well with routines, however loud noises cause him stress. We have made some accommodations such as allowing him to wear headphones when needed and allowing him to only participate in the concert band as the 200-piece marching band was over-stimulating for him. He struggled with getting “off-task”, especially sitting in the back of the room with the other tubas and being socially-distanced at 6 foot intervals. Instead of moving him closer to the front, we have found success by putting him next to the principal chair and using a “band buddy” to help keep him on task. His parents were concerned at first if he would be able to have success in high school band, but through communication with them, problem-solving, and trying different accommodations, he is an absolute joy to have in our program! |
4/10/2021
Topic:
Tools and Strategies
John Weaver
|
One strategy that i think would be highly effective is to utilize Differentiated Assignments in my ensemble classes. Allowing high school band students to work in sectionals, as opposed to full ensemble, creates the "divide and conquer" approach. It would also allow me to move around the building and work with individual sections on musical passages that they may struggle with, utilizing better time management. A second strategy that I think could really work is Adaptive Technology Skills. Each our band students has SmartMusic that was purchased by our school district this year in the event that we returned back to remote learning. Choosing pieces of music that are available on SmartMusic would allow my students to get immediate feedback to performance techniques in that it will grade the piece automatically...highlighting missed pitches and rhythms. |
4/10/2021
Topic:
Assessment of Learning
John Weaver
|
One strategy that I have used on a regular basis...which is also law...deals with my students who have accommodations for extended test time. In a live audition situation, we ask our students to play their major scales with a time limit. My students who need extended test time are given the extra minutes based on their accommodations, if needed. Many of them don't request the extra time and do just fine in the normal parameters. |