8/15/2017
Topic:
Students with Disabilities
Kim Dickman
|
I had a Kindergarten student in the piano lab last year with ASD who wore headphones to dampen sound. This child was very uncomfortable with social interaction. By using split mode and adjusting his personal keyboard volume, he was able to participate on the keyboard without noise anxiety. He was allowed to choose his keyboard partner from the class, which gave him a reliable set of three classmates to give him support during classes. He was one of the most successful students in the class in remembering and reproducing patterns on the keyboard. |
8/16/2017
Topic:
Tools and Strategies
Kim Dickman
|
Two strategies that will work well for students with disabilities in my classroom are Task Analysis and Peer Partners.
Task Analysis helps break complex tasks into step by step pieces that are less overwhelming, providing several opportunities for success leading to overall success. I've used this with instrumental instruction (recorders, violins), reading written music (measure by measure, isolating rhythm or melodic content, then adding things together bit by bit), and learning and creating choreography. Students learn to approach independent practicing through task analysis as well: What went well? What didn't? How can I isolate the problem area so I can master it? Once it's mastered, how should I add it to the phrases before and/or after it? etc.
Peer Partners allow students with disabilities to have a peer to guide them through skills and tasks in the music room, allowing them to participate with more autonomy. The non-disabled partner also benefits by having to analyze the task at hand to be an effective guide. |
8/16/2017
Topic:
Assessment of Learning
Kim Dickman
|
A successful method of assessment adaptation has been to use cards with rhythm symbols pre-printed on them and have students select the appropriate cards and arrange them into the four beat pattern that is being played instead of writing them on a white board. This works well for students who are unable to draw symbols easily due to orthopedic impairment. One of my non-verbal, non-ambulatory students was able to indicate with head movements which card should be placed next in the sequence to his paraprofessional assistant. |