9/28/2021
Topic:
Students with Disabilities
Constance Jill Pollina
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I have had students in the music class that really enjoyed the beats of the music and others that became overstimulated with the sounds. Paying attention to the needs of the students was very important in helping them to have a successful and happy experience. I have found that many of my students with behavior disorders enjoyed the music and became engaged quickly in the activities. However, students intellectual abilities may be a bit hesitant at first and take a while to understand the processes of the class. Using various instructional methods, music can reach students with visual, hearing impairments as well. It is wonderful to see the students engage in the universal language of music where they can all communicate with one another |
9/29/2021
Topic:
Tools and Strategies
Constance Jill Pollina
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Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. .....
1. I have used task cards to create tiered lessons. It helped the student to see the task at hand without becoming overwhelmed with a whole sheet of instructions. The students were able to move to stations that were color-coded and designed for their abilities, levels of understanding, and specific needs.
2. I use peer partners to pair students with others that complement each other. For instance, I paired a student with intellectual disabilities with a stronger student that understood the material. He helped my student to feel more comfortable and really was able to relate to someone his age. It was nice to see a friendship form that then continued throughout that year in the class. |
9/29/2021
Topic:
Assessment of Learning
Constance Jill Pollina
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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.....
* I had a student with a TBI that had difficulty with motor movements and holding an instrument for any length of time. When assessing his scales, I gave him extended time and the opportunity to use a stand to put his instrument on for taking frequent breaks. When I had a hard time deciphering some notes, I had him point to different fingerings on a chart to determine his level of mastery. |