7/12/2022
Topic:
Students with Disabilities
Jennifer Karol
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I've taught many students with disabilities over the years. I teach a couple students that are nonverbal. They are unable to sing, chant rhythms, or fully participate in any activity that uses our voice. Three of the nonverbal students are in the same class together. When we sing, I usual visuals and add movements. I add movements in so that the kids that are not verbal are still participating. I encourage them to join in to the best of their ability. I have them seated between or near students that are verbal.
One thing I noticed in the disability list is "non-pitch matchers/Amusia." I never thought of it as a disability even though I've had students that I know cannot match pitch and cannot hear pitch. It makes more sense labeling it as a disability.
edited by Jennifer Karol on 7/12/2022 |
7/25/2022
Topic:
Tools and Strategies
Jennifer Karol
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- 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 was able to get 3 iPads for use in music. Thankfully, we have a great curriculum that we use that can be used on the iPads. One specific activity I worked on with my students that are in a lower level special needs class, was identifying instruments and categorizing them into their families. We first identified the instruments based on their characteristics then worked on putting them in the correct families. With the iPads students that need extra practice are able to work on it individually. To them, it's a game. They get immediate feedback and can get much more practice on their own than what I can do in whole group or small group. |
7/25/2022
Topic:
Assessment of Learning
Jennifer Karol
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have a student that has down syndrome and some other cognitive disorders. She does not participate very much during music activities. She is not one that will sit in a chair unless it is in her stroller/wheelchair. She often sits on the floor and will sometimes wander a bit, but isn't a distraction to others. When working on assessing whether the students can keep a steady beat, I allow her stay where she's most comfortable. She likes to hold objects so I'll let her hold a xylophone mallet or a pointer stick (her choice) instead of having her pat or clap. I help her keep the steady beat with the mallet and give her opportunities to do it on her own. I'll watch her carefully to see if she is getting the beat at any time during the activity. Many times she's not responsive, but occasionally she will join us and show that she can do it. |