6/28/2021
Topic:
Students With Disabilities
Daniel Wood
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I had a student with autism and it wasn't identified to me he had it right away. I reached out and learned more about it. I modified how I dealt with him, but made him fit in and not bring attention to it. I used different strategies with him and learned how he could manage long rehearsals better and how to break it up for him. I used different communication styles with him and even sometimes texting with permission as he responded better to text than verbal sometimes. I tried to get him to expand his social skills and cueing. Through different approaches and modifications he felt better about himself and worked better with the other kids and they understood him better as well. IT made it a win/win for all and he graduated from the band program and made a positive mark on the program and for himself |
6/29/2021
Topic:
Tools and Strategies
Daniel Wood
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OPTION 2 I used various sources of technology at both the elem music level when I was an itinerate elem music teacher and I used smart music, blue tooth technology with sound sources, and digital projectors, etc. The elem school level I taught all the autism units. The kids loved using hands on technology with the ipads and touch responsive input with various apps. It helped them to create music, loops of music and to make choices to layer the loops, and create their own music. THe kids were fully engaged, excited, and happy. I used various apps to help them create music and music patterns and rhythmic patterns. It gave them the freedom to choose and be creative and understand the differences in their choices.. The high school level.... Various sound sources connected to technology devices and also the use of projectors....these kids had visual impairments and hearing impairments as well. Projectors, and software helped aid in that along with audio reinforcements. |
6/29/2021
Topic:
Assessment of Learning
Daniel Wood
|
Option 1: I have had various students with different physical disabilities and some temp and some perm. I used various devices such as laptops and tablets to alternatively see if they knew the content for playing tests and scale tests. They had to write out the test or identify the scale using theory based software if they were unable to play it at that time due to their disability. It was able to see if they knew the content of what was being tested or not. THey could write in the notes, or identify the scale, and label each note, and fingering or slide position. I have had kids do various assignments of where they were temp disabled and they would listen to their peers playing tests and identify the mistakes or errors and possibly come up with ways of how to correct them. |