5/26/2022
Topic:
Students with Disabilities
Stuart Campbell
|
I had a student with a physical disability. This student found difficulty standing for long periods in Choir class and needed to leave class early to avoid crowds. Through conversations with the parent along with reasonable accommodations to her physical participation in class, the student successfully performed the entire year with us. |
5/26/2022
Topic:
Tools and Strategies
Stuart Campbell
|
Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
Our judge sheets from MPA are graphical organizers that present content and analysis in a clear visual way for students to understand. By having students review these sheets themselves, they participate in the evaluation process and also visually process their performance. Technology through the use of a metronome or quality recordings also assists greatly in reaching every student and keeping consistent engagement across the classroom. These strategies offer options for students with visual disabilities to still participate in evaluation (through recordings), and students with hearing abilities to comprehend information (through the judge sheet/graphic organizer). |
5/26/2022
Topic:
Assessment of Learning
Stuart Campbell
|
Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
We do scales tests across each Band class. For a student who had motor disabilities, the number of scales or tempo at which they were performed was adjusted down to be appropriate to the child’s progress throughout the year (for instance, 1 scale instead of 3). |