6/18/2021
Topic:
Students with Disabilities
Gerard Madrinan
|
I had a student with Tourette's Syndrome. High stress situations enflamed her symptoms. Together, we learned how to manage this through both marching band and concert band. Especially in long band camp days, as she grew more exhausted, her "ticks" (as she called them) would be more prevalent. We were able to design breaks for her throughout our rehearsal process, that allowed to her to accommodate the added stress along with her Tourette's. By her senior year, we had fine tuned a process that both student, teacher, parents, and other chaperones were able to function as a part of to support the student and facilitate her success. |
6/18/2021
Topic:
Tools and Strategies
Gerard Madrinan
|
Option 2: iPAD labs have very much opened up possibilities for students with disabilities in the high school band room. By pairing these opportunities with learning centers and traditional ensemble experiences, students can then use iPads to access "Smart Music" and practice or perform assessments on their own or during classroom time. From there, I can then circle back to the student to work with them with a higher degree of understanding of their progress and needs. Technology also enables this to occur virtually, which provides a higher level of personalization for the student. |
6/18/2021
Topic:
Assessment of Learning
Gerard Madrinan
|
Option 2: I have a student who has dyslexia. The use of pre-assessment would greatly help me understand areas where lesson plans and learning for the student could be fortified. Most importantly, the use of on going assessments will help personalize and intuitively point to the best needs of the student as we continue through the school year or lesson unit. Student disengages in all classes, usually by sleeping or lack of interest. This information can also help align student's teachers for a solidarity in efforts through performing arts to keep the student on the right track. |