11/5/2017
Topic:
Students with Disabilities
Barbara McNeely-Bouie
|
I have a student in my Music World class that has a learning disability. I didn't realize it until I was trying to explain the procedure of writing a Research Project and naming a title for the project. I had to slow down to explain, even write down everything that I had explained earlier. It took a lot of patience, and even after explanation, to be sure the student grasped the instructions, I had to repeat several times; rereading what I had written. With much patience, the student did a remarkable research project. |
11/5/2017
Topic:
Students with Disabilities
Barbara McNeely-Bouie
|
I have a student in my Music World class, I did not realize had a learning disability until the student questioned a number of times how to do the research project required and gather a title for it. After continuous questioning, I realized I had to slow down, write down, answer questions, and explain several times. After the student gathered the understanding, the research project was quite good. |
11/9/2017
Topic:
Tools and Strategies
Barbara McNeely-Bouie
|
1) Peer and teacher evaluation are two important strategies for students with disabilities for encouragement, positive evaluation, and the like. I/or a peer would ask the student if they think they sang the correct pitch. If not, then how can you sing the correct pitch? Let's investigate ways to sing correctly.
2) Letter Strategy always is effective in the music classroom. FACE - rhyming with SPACE for the spaces of the treble clef; also, Every Good Boy Does Fine for lines of the treble clef, and so on. |
11/9/2017
Topic:
Assessment of Learning
Barbara McNeely-Bouie
|
In chorus, I find the Time Allocation strategy most helpful for students with disabilities. Scheduling extended or extra times for one-on-one instruction is extremely beneficial. |