10/10/2017
Topic:
Students with Disabilities
Anthony Soldano
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I currently have a student in my 8th grade General Music class with dyslexia and has trouble reading a processing written laguage. When we play recorder flutes, we read music and this can be very frustrating for him. He is slow to process information and slow to respond so the music goes by him by the time he gets it. I helped him by sitting him right in front of me where I can show him fingering positions as I play. I can also slow things down and just teach him the music by rote in small chunks. He seems to be enjoying playhing the recorder and is keeping up with the rest of the class. |
10/11/2017
Topic:
Tools and Strategies
Anthony Soldano
|
Option 2
Last year, I worked with a student in Beginner Band who was visually impaired. While he had some vision, he struggled to read the music as well as keep up with theory assignments. We helped this student by having him come in early before school and learn the class music by listening to a CD and learning the music and fingerings through his ear and by rote. We also found several online basic theory tutorials where he could adjust the size of the letters. All of these strategies helped this particular student functional and successful in the class. |
10/11/2017
Topic:
Assessment of Learning
Anthony Soldano
|
Several years ago, I had an autistic student in my keyboard lab. He was very enthusiastic and a good student. He was able to learn and play what the rest of the class was doing but needed more time to process information. When it came time for assessments, both ongoing and summative, I allowed him to play each song at a slower tempo, in small sections, and sometimes on hand at a time. Not only did this allow him to complete the same work as the rest of the class but gave him a sense of pride that he was tested on and passed the same music as the rest of the students. |