11/8/2021
Topic:
Students with Disabilities
SandraMaye
|
Early in my career as an itinerate elementary music teacher I visited a class weekly with more adult aides than students. The students had various disabilities and basically did not respond much to the songs we would sit and sing together. The adults would joyfully sing the songs, and would help prompt each child - such as "and on his farm he had a ____" and months went by and no words from the students. But I did get lots of smiles - I know they enjoyed the experience. I remember at one point changing the order of the songs - and found out the students were NOT fans of that. We then kept the same exact format, once a week and they were very happy. By the end of the year - there were a couple of the students WHO DID RESPOND - and we ALL were amazed and overjoyed! |
11/10/2021
Topic:
Tools and Strategies
SandraMaye
|
Self-evaluation and Reflection are useful - careful questioning based on what the student does show they know about something can bring them to the correct answer. I use this all the time with all students. Task analysis allows for students to succeed to the best they can step by step. Oftentimes, too the best thing to do for a student is to differentiate the task. |
11/10/2021
Topic:
Students with Disabilities
SandraMaye
|
I had a student who wanted to play flute in band. Her younger sister who had no developmental issues, and in fact was the wiz kid with an A average also played flute. I modified the music so the older sister could still perform with the band, she attended her small group lesson with me each week and the younger sister would actually help her sister by practicing with her at home and encouraging her to do her best. They were both so happy they could be in band together - so were the parents of course! |