9/9/2017
Topic:
Students with Disabilities
Bobbe Butler
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PROMPT: 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.
RESPONSE: I currently have a student in one of my orchestra classes with a severe vision impairment. Obviously, this affects their ability to read music and respond to the conducting baton along with seeing visual communication within the ensemble. I have provided the following accommodations to allow for maximized learning:
1) Determined music enlargement % need at the beginning of the school year
2) Provide established enlarged % of all music including a spiral-bound copy of method book with a high percentage of brightness to student on white card stock.
3) Provide recordings along with YouTube videos to assist student with practice at home so that they can enlarge on their iPad and use as an auditory reference.
4) Seated student in front of the ensemble with a friend who assists in writing any notes necessary on their music.
5) Use a bright yellow baton so that student can differentiate it from the dry erase board behind me.
6) Provide new music and assignments early so that student has time to look, listen, and absorb material. |
9/9/2017
Topic:
Tools and Strategies
Bobbe Butler
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PROMPT: 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.
RESPONSE: Two strategies that I use quite frequently in my orchestra classroom are peer grouping and peer tutoring. In regards to peer tutoring, I strategically pair students together who can play off each other's strengths and weaknesses. (For example, I would pair a student who has great note-reading skills but developing intonation with a student who has great tuning but is weak in the note-reading department.) With peer grouping more frequently known as 'sectionals,' section leaders are given clear tasks that need to be addressed further on material rehearsed in class. I monitor each group's progress throughout and use performance formative assessment towards the end of the class with each section individually to ascertain if further Tier III instruction is needed. |
9/9/2017
Topic:
Assessment of Learning
Bobbe Butler
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PROMPT: 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.
RESPONSE: I have/had students with Emotional/Behavior Disorders which gives them severe anxiety playing solo in front of the orchestra class. Their alternative assessments options include:
1) Live one-on-one assessment
2) Video recorded assessment & emailed from parent address
3) Peer Grouping assessment usually with their stand partner |