7/25/2017
Topic:
Students with Disabilities
Dretha Fennell
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I have a visually impaired student who was born blind. She has come to me for music from kindergatern through 3rd grade so far. She sits with her specific paraprofessional teacher in the front of the music room near the sound system so she can hear easily without distraction. I also have direct access to her for additional hands-on experiences. For instance, when I am demonstrating an instrument, such as a trumpet or a violin, I bring it to her so she can touch the instrument inorder to associate the size and shape with the sound and instrument's name. When possible, I also have her play the instrument with my guidance or feel the vibrations as I play. She is excellent at singing and loves to sing into the microphone for the class. She enjoys exploring the sounds of the piano one on one with me during short intervals in the self-contained music class. I have taught her to play a C scale and simple melodies by feeling for home keys and using the black key 2-3 pattern as anchors. She participates in movement activities with assistance and enjoys holding on to the parachute as her classmates move it to show the form of the music. It makes my day to see her smile and giggle with delight! She loves coming to music class. |
9/14/2017
Topic:
Tools and Strategies
Dretha Fennell
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I have used Technology in Learning Centers with Peer Partners by setting up an instrument listening game. Using iPads and the 'Music Genuis' app, students practice listening to instrument sounds and identifying the instrument which makes the sound by selecting the correct pictured options from the screen. Immediate feedback is given in the program by showing the correct answer and giving the student (and his/her team) a game point. I am free to circle and assist in order to help and celebrate struggling students with their responses. The activity is beneficial to LI students because the learning game involves pictures and listening to sounds. It is giving SLD students more time to practice identifying instruments sounds at their own pace and they are also seeing the responses of advanced students which reinforces the skill objective. As students master the skill of identfying instrument sounds, advanced students can progress to more difficult levels of the game. E/BD Students are practcing social skills as they take turns with partners and team members. |
9/14/2017
Topic:
Assessment of Learning
Dretha Fennell
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The following are successful assessment accommodations I have used with my students with disabilities...
- A blind student was given instruction on identifying instrument sounds. I told her the name of the instrument, played it for her, and allowed her to feel of the instrument, and gave her the opportunity experiment with making sounds on it with my assistance. To assess her understanding, I played the sound of an instrument she has experience with and she was able to tell me the name of the instrument that was making the sound.
- SLD students were given extra time to complete a written assessment with prompts noted on an individualized test paper.
- A student with language and physical impairments pointed to icons the class had learned to represent voice choices (Whisper, Sing, Talk, Shout) on an identification assessment. She responded one-on-one with me.
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