8/4/2017
Topic:
Students with Disabilities
Daniel Boyd
|
I can recall a young man with an Orthopedic Impairment (hip/leg). This student was a percussionist, and enjoyed all aspects of concert and marching percussion. In the classroom, I provided height appropriate stools that allowed the student to perform with proper posture and visual line of sight. The marching band was rather small and was without a pit. I recruited other percussionists to start a pit while maintaining a drumline. The student noticeably enjoyed band so much more knowing his physical pain was no longer an issue. |
8/5/2017
Topic:
Students with Disabilities
Daniel Boyd
|
I often use tiered and differentiated instruction when teaching beginners how to read music/sight read. We will start by learning how to count the rhythm, then we say letter names with proper rhythm, next I model the exercise while they finger along. After these steps, we then attempt to perform the exercise. This allows all students to process and internalize one aspect at a time. As I get to know my students with disabilities, i can favor one of these tiers if needed. |
8/5/2017
Topic:
Students with Disabilities
Daniel Boyd
|
When executing performance assessment for students with learning disabilities, I will accommodate in a couple of ways. My first option is to allow the student to choose a tempo that works best. With this option the student can still demonstrate proper noted, rhythms, style and dynamics. I will also permit the student to piece together the assessment by demonstrating rhythm counting, letter names, and correct fingerings. |