11/24/2021
Topic:
Students with Disabilities
Roshell Onofrey
|
I have a D/HH student in my 2nd grade music class. She wears a headband with BAHA (Bone Assisted Hearing Aid). I met with her mother to find out the level of her abilities using this device. We talked about the procedures (hand signals)in place that help the student communicate with the teacher her level of understanding. I wear an microphone that is directly connected to her device. She sits right in front and I am sure to face her when speaking so she can see my lips. She is able to speak but because she was born without the sense of hearing she is difficult to understand and has only begun speaking in the last year. She is doing very well achieving the standard requirements. I check in with her often to see if she is able to hear and able to understand. So far, the accommodations in place are working fo her. |
12/19/2021
Topic:
Tools and Strategies
Roshell Onofrey
|
Music, in general, provides many opportunities for teachers to use UDL strategies.
The first strategy that I use and want to share here is PEER PARTNERING. This really helped all of the students and they had fun while learning. I tried to make my students with disabilities the "experts" at first in the game. It was clear they took pride in having this title and enjoyed being the teacher to some of their peers. These are the steps that I used with my fourth grade. They had a list of ten musical terms and definitions.
Pass out "expert papers." These students get a pencil. Ask them to stand at the front of the room. Have the rest of the student get a clip board with a small piece of paper on it. Have them move to the wall with the cupboards. The expert students will make a circle around the carpet facing outward. Then have them take a giant step forward to make the circle bigger. Number each one of these students in the circle. Go to the students ready to play the game, tell #1 to raise their hand and invite a student to go to #1. Continue until all 10 positions are filled. Explain that the experts in the circle will read the definition and if the player gets it right the expert will initial their paper. If there are extra students, they stand by you, and you can ask them which ones they are having trouble with and give encouragement. If a student gets all the signatures, they take the place of one of the Experts. The student who was the expert is now in play.
Another strategy I use is PREFERRED LEARNING MODALITY. My kindergarten class was quick to understand AB form by using these supports. I have a child who is autistic and has difficulty just being in a classroom setting. He has his moments in music but this activity worked well for him.
1. Introduce the song "Shoo Fly"
2. On a PowerPointe display a cartoon picture of a fly. Model for students how to shoo away a fly with their hands.
3. On the next screen of the PowerPointe display a cartoon picture of a star. Model to students holding your hands tight to your chest to show that "feelings" come from inside of us.
4. Each student gets a colored scarf. Students will "Shoo the Fly" for the A section of the song. Students will ball the scarf and hold it tight with the lyrics "I feel like a morning star" for the B section.
5. In the PowerPointe I use animation to add the AB Form. I ask students questions to lead them to labeling these two parts. |
12/19/2021
Topic:
Assessment of Learning
Roshell Onofrey
|
I currently have a student in kindergarten with cerebral palsy. He is unable to use his right hand because of his disability. Students demonstrate a steady beat by holding and drum in one hand and tapping on beat with the other. I have this student sit on a Cajon and tap the beat with his left hand. |