5/26/2022
Topic:
Students with Disabilities
Donna Vojcsik
|
Administrator wrote:
Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion. |
5/26/2022
Topic:
Students with Disabilities
Donna Vojcsik
|
I have a large ASD unit at my school. They had difficulties with the recorders, so I created a color coded system using colored hole reinforcers. Every student soon wanted the "fruit loops" stickers on their recorder! It made it easier for the ASD students to play and became a treasured accessory for everyone. Double win! |
5/27/2022
Topic:
Tools and Strategies
Donna Vojcsik
|
I would like to do more with grouping practices. I used to use it a lot with recorder karate, but the pandemic changed things for me. It's time to get back to having students work together in groups to help each other. I will be working on ways to incorporate it in more areas.
The idea of task cards really appeals to me. I like that you can hand out different activities and different levels to help each student achieve their objectives. I would like to create a set of task cards for playing ukulele. In each class, some students have difficulty changing chords. I could assign task cards based on their proficiency. Challenge the ones who can do more and simplify for the ones having difficulty. This would help every student, not just my ASD students.
I like strategies like these that benefit everyone! |
5/27/2022
Topic:
Assessment of Learning
Donna Vojcsik
|
I had ASD students who could not master any recorder notes besides G, A, and B. When we did recorder karate, I created new belt levels for them that included songs with those 3 notes. They were able to reach black belt and feel successful. They enjoyed music class and loved earning belts.
Another evaluation strategy I have used is passing out cards and students have to sing back their answer. It is presented in the form of a game and is a great way to evaluate singing skills. Of course, for some of my more severe ASD students, we applaud them just being able to make any sound! It is fun and easily adaptable to every unit, so students never even realize I am constantly evaluating them. |