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• Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
• I can't find the question in this forum but I was instructed to answer this. I know it is a different topic but didn't know where I am supposed to post this. anyway, here is my answer.
• Mnemonic Instruction: I could use this a lot when teaching Music theory and symbols, such as naming notes, making "pictures" from the symbols they learn, such as a picture of dynamite for the word dynamics which means "power" so they can remember that dynamic markings have to do with how loud or soft they sing. I would have the students draw the pictures, which they seem to love to do.
• Graphic Organizers: These can be helpful when they are comparing listening examples or watching a musical, to break down the plot, characters, sequence of events, or critiquing the songs they hear in the musical. This strategy can also be helpful for students who are kinesthetic learners who learn by writing or drawing pictures as they listen or watch a performance.

Most recently I had a student who came in and mentioned to me that he had some social anxieties and playing in front of his colleagues was a trigger. In order to better accommodate the students I had made an arrangement with the student before hand. I would have the class play their scales in trios and then no one would know if he did not play with them. Then, he would come see me after school or during lunch and he would play the scale test for me in order to better test his understanding of the concepts.

• Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
• Mnemonic Instruction: I could use this a lot when teaching Music theory and symbols, such as naming notes, making "pictures" from the symbols they learn, such as a picture of dynamite for the word dynamics which means "power" so they can remember that dynamic markings have to do with how loud or soft they sing. I would have the students draw the pictures, which they seem to love to do.
• Graphic Organizers: These can be helpful when they are comparing listening examples or watching a musical, to break down the plot, characters, sequence of events, or critiquing the songs they hear in the musical. This strategy can also be helpful for students who are kinesthetic learners who learn by writing or drawing pictures as they listen or watch a performance.

I have often used peer partners as a universal design for my entire class, but I would specifically set it up for students to mentor and evaluate each other as they were learning concepts. After reviewing what we had previously learned, I would demonstrate the new concept we would be working on then give the students direction for small group (pairs, usually) practice where they would evaluate and coach each other. This would be followed by opportunity for students to share what they had learned and achieved as well as what was suggested to improve. This worked very well even for students who would struggle with certain concepts for various reasons including disabilities. I have also used mnemonic instruction for memorizing the note names, key signatures, and other concepts such as sightreading. Students would help eachother in memorizing them so that we are all eventually reading music together. Of course, many of the other concepts are always used (Tiered instruction, differentiated instruction) to lead to eventual success for the entire ensemble.

The first strategy that I would implement would be the Peer Partners Strategy. I love it when I have older students help younger students learn their instrument. For example, if I had a student that had a disability that had an IEP stating they need more time to complete tasks and tests, I would pair them up with a student that played the same instrument. I could have the peer mentor sit next to the student who needed the help or I could have them practice together in a practice room or different part of the room. I would also incorporate some type of graphic organizer to help with learning music theory (semantic), music history (story/Venn) and to help complete listening journals (story, Semantic).

In the after school choral activities, such as show choir and Men's choir, we use Peer Partners Strategy a lot. The "captains" of the group are very good about pulling kids aside to help with rhythms, notes, etc. It is very beneficial to both the student that needs assistance and for the one giving the assistance. Peer partners strategy not only allows the students to learn but to have social interaction as well.
General music class is very conducive to task cards. Recently we implemented a lesson on Broadway Theater productions. Each Tier were giving task cards where their final projects, after research, were to create an advertisement for the show, act out a scene from the show, turn in a research paper.

In the after school choral activities, such as show choir and Men's choir, we use Peer Partners Strategy a lot. The "captains" of the group are very good about pulling kids aside to help with rhythms, notes, etc. It is very beneficial to both the student that needs assistance and for the one giving the assistance. Peer partners strategy not only allows the students to learn but to have social interaction as well.
General music class is very conducive to task cards. Recently we implemented a lesson on Broadway Theater productions. Each Tier were giving task cards where their final projects, after research, were to create an advertisement for the show, act out a scene from the show, turn in a research paper.

I've had a number of students with orthopedic impairments. This has never kept them from performing with our choirs pertaining to choreographed selections. We have modified choreography to allow the student to succeed and participate within their limitations. Students have been successful with improving their upper body strength through choreographed selections and have felt part of the team in all aspects of the performance.

I had a blind student in my choral classroom a few years ago. I provided all her music including our standard sight-reading books in braille. During rehearsals and performances I had another student behind her who tapped the beat on her shoulder. Sometimes when I was providing an extra sight-reading rhythm or melody on the board the student next to her would tap it on her shoulder or let her hand rest on theirs while they signed the Kodaly hand signs. This allowed her to practice during study time and still perform the exercises.