4/2/2022
Topic:
Students with Disabilities
David Hammer
|
Several years ago I had a student with Cerebral Palsy in my general music classes--he was a student for all his elementary school years, K-5. He enjoyed music and musical activities all the way through. When it came time for his 5th grade class to experience the violin, he was undaunted, and with the assistance of his paraprofessional (who attended music with him) holding the violin, he was able to manipulate the bow and play the open strings of the violin. When the students were ready to move on to more advanced concepts on the violin, I asked him if he would like to "conduct the orchestra," an idea he was quite thrilled with. We gave him a baton, and he conducted the other students...he was so enthusiastic, he couldn't wait for each music class so he could conduct again. Eventually we invited his dad and his classroom teacher to come and see him conduct the class...he was able to remain involved and continue to experience the music in a way that fit him. |
4/10/2022
Topic:
Tools and Strategies
David Hammer
|
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I teach beginning guitar to large group classes. One of my students in a double 3rd grade class (two classes attend simultaneously) is hearing impaired and has cochlear implants. It is difficult for him to pick out my voice and my guitar from the many students who are playing, often at the same time. We use a transmitter which connects directly to his implants, so he is able to hear my instructions and my guitar notes and rhythms clearly and easily. This technology allows him to participate and stay engaged, and to succeed on pace with his peers.
edited by David Hammer on 4/10/2022 |
4/10/2022
Topic:
Assessment of Learning
David Hammer
|
I have a student with impaired hearing who needs extra time to respond. He does very well when he can hear what to do and when he has adequate time to complete the tasks. When we have a quiz using our keyboard lab system, we use an individual transmitter that connects directly to his cochlear implants, allowing him to clearly hear my instructions and the musical examples to which he must respond. I allow him extra time to answer each item, and he signals me to let me know he is ready for the next item. The combination of these accommodations has allowed him to continue to progress and meet the regular standards of his grade level, and it has enhanced his self-esteem as well. |