2/4/2022
Topic:
Students with Disabilities
Mackenzie Mowry
|
I had a student with a medical/physical disability. He struggled with muscle control in his hands, so playing an instrument proved challenging.
I helped him find an instrument with minimal finger movement required. We also found a device to hold the instrument for him. With those accommodations, he was able to fully participate in band. |
6/16/2022
Topic:
Students with Disabilities
Mackenzie Mowry
|
"Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability."
-Mnemonic Instruction is helpful for many students. In the music classroom, we commonly use mnemonic devices for visual pitch identification and the order of sharps/flats. While some students may be fine with the "traditional" devices, allowing students to create their own devices will likely result in enhanced engagement.
-Tiered Instruction is commonly practiced in most band rooms. Even something as simple as part assignments in a piece of music can provide opportunity for differentiating based on student skill. My favorite example from a music class is helping students explore. After teaching a blues scale, some students are ready to jam while others may just need to practice creating new rhythms for one note at a time. |
6/16/2022
Topic:
Students with Disabilities
Mackenzie Mowry
|
"Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities."
I was able to give a written assessment verbally for a student. They knew and understood the materiel, but the reading and writing were a barrier to their ability to show what they knew. |