7/28/2017
Topic:
Students with Disabilities
Gwen Gregg
|
One of the students I taught last year has an Intellectual Disability. She is not severely handicapped, but does struggle to express herself in writing music and sentences. She is actually very musical and enjoys singing. She learns all the songs by memory just like the other students. When it came time to take a test or write down music, I paired her with another student - someone who is patient and understands the task. Together they would work on the assigned lesson. When she auditioned for an advanced choir, she sang for me with no problems. She was supposed to sight-read a short musical phrase and struggled to say the correct solfege syllables with the notes. I allowed her to explain to me about the scale and I altered the audition for her. She was able to advance to a more difficult chorus class. With that said, she realized that she didn't sight-read too well and chose to stay in the beginning choir so she can become a better singer and sight-reader. |
7/31/2017
Topic:
Tools and Strategies
Gwen Gregg
|
I plan on using the Guided note-taking strategy to help all students learn rhythms and scales. This will help them when it comes time to study for a test. Using this strategy allows even the the struggling student to be able to follow along and fill-in the blanks. More advanced students could use the Cornell note-taking strategy at the same time. (Students are familiar with this.) The other strategy that I will use is Cooperative group learning. I have used this in the past because I feel all students benefit. The special needs student will receive the help they need and can also contribute to the task. Once school starts, I will create groups according to various criteria; level, singing parts, compatibility, etc. I will also use the Tiered lessons using the cubes in the Cooperative learning groups - I think it will be very beneficial to the whole class. |
8/1/2017
Topic:
Assessment of Learning
Gwen Gregg
|
One of my students has an Intellectual Disability. I know she understood the concepts of singing and learned the music the choir learned. She could tell me all about note values and note names, but she had difficulty in writing them down. For her evaluation, I allowed her to verbally give me the answers. We followed the test - question by question and she was able to tell me her answers. She did very well, only getting confused a couple of times. |