7/27/2017
Topic:
Students with Disabilities
Amy Beres
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I have had many students with disabilities over the years ranging from dyslexia, dysgraphia, autism and physical impairments. Depending on what the particular disability was for the student, enlarging music on colored paper (for the student with dyslexia), allowing type-written responses or having a parent/peer write the responses down on the students behalf (for the student with dysgraphia) and making modifications on instrument heights/stand heights, etc (for the student who was wheelchair bound).
The one thing that I've noticed is that in my classroom, I tend to make accommodations for anyone that needs them if it means helping them become more successful. This allows the student with disabilities to feel more included with the rest of the class. Like some others have said, students with disabilities tend to not have trouble being successful in my class. Many times, my class is the one where they shine the brightest! |
7/27/2017
Topic:
Tools and Strategies
Amy Beres
|
There are many different ways that we have used technology in the band classroom. I have allowed a student with dyslexia to use a tablet and/or laptop off of so that he can adjust the size of the music as he needed to be able to read it correctly. The biggest use of technology, however, is my use of Smart Music in the classroom. It allows students with hearing impairments to see the music projected on the screen and following along with visual cues. |
7/27/2017
Topic:
Assessment of Learning
Amy Beres
|
I currently have a student who is high functioning with Asperberger's and he was intent on auditioning for my top ensemble. Instead of submitting his audition all at once, he submitted it to me a little at a time and used the feedback I gave him as guidance in moving forth with the remaining audition material he had to prepare. The constructive criticism and praise that I was able to provide was also good motivation to keep this young man working even harder. (He made it into the top band!) |