12/27/2017
Topic:
Students with Disabilities
David Hahn
|
I have a student who's on the spectrum for autism. One of the major things noticed about this student is that he is highly sensitive to loud noises. Instead of using bucket drums during his class time for music, students would have to keep a beat or echo drum patterns on their laps because the volume wasn't as loud. He specifically sits in the row furthest away from the sound speakers so that there is no over-saturation with noise; the volume is also kept down lower as well. I check with the student about the volume every time we have to use the speakers to play music. If the volume is too loud, then I adjust either the volume or the way in which the class makes/experiences music. |
1/2/2018
Topic:
Tools and Strategies
David Hahn
|
The first option in this discussion question says the following:
- 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.
When I read the first option provided and the word "potentially" appears, it leads me to think how two strategies that I haven't used yet could make a positive impact for students with certain disabilities. There are methods that I have tried in the past that have worked for many of my students, such as using cooperative learning structures (the music room utilizes the Rally Robin and Timed Pair Share activities fairly often) and graphic organizers to accomplish lesson objectives. However, if I have interpreted the words in the first option correctly, then the answer will be complete if I list future methods to try and how these methods will specifically make things better for specific students.
The first strategy that could be potentially helpful for one of my Kindergarten students would be the use of chaining. The student is in process of evaluation for Attention Deficit Disorder. Chaining could help this particular student stay engaged when learning lyrics to a new song a little at a time. Multiple repetitions of the lyric line to be memorized would keep the verbal stimuli consistent. Gradually increasing the blank spaces in each new lyric line could provide the opportunity for this student to verbally fill in the rest of those blanks at the appropriate time and show mastery of memorizing a song.
Another similar strategy that could potentially help this same student would be the use of a task analysis. I've projected written task analyses on screen with my older elementary students for processes such as how to navigate a particular music app or how to create an eight-measure word composition written by pairs, but I am still working on breaking down tasks into smaller, simpler bits for my younger students, especially the ones whose reading skills are in the early stages. With a verbal task analysis, breaking down a seemingly simpler multi-step process, such as how to get an instrument from the shelf to an assigned spot, would avoid an information overload and help this student focus on accomplishing one task at a time. As this student gets older, I could adapt the task analyses to this student's developing stages of readiness. |
1/4/2018
Topic:
Assessment of Learning
David Hahn
|
Choosing to answer option #2:
Think of a music student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her music learning. Share your response in the threaded discussion.
I currently have a student with Cerebral Palsy. Many times, the student has Occupational Therapy sessions to attend during music class time, so I don't get to see this student very often. Here are two options I would love try out with this student, in case the opportunity arises:
1.) Pre-written response cards could be a great way for me to assess what this student knows without dealing so much with handwriting difficulties. Multiple choice responses could be shown by pointing to or holding up a pre-written response card for checking on questions such as "What vocal timbre do you hear?" or "What instrument family does that recording sound like?".
2.) In case the student gets a chance to be in the music classroom when the class goes to play four-quarter-note-improvisations on keyboards in a lab (which might be considered a learning center), I would love to check if the student could play on an adaptive piano or assistive technology device such as a custom-made keyboard stand. If that option doesn't work, then maybe the student could pre-notate the improvisation on the iPad app Music4Kids and play it back in response to someone asking a question musically. This could allow the student to still meet an example standard of "Improvis[ing] short phrases in response to a given musical question." If none of the considerations for this example standard work directly, then the student could still meet the Access Points for this particular standard. |
5/30/2023
Topic:
Students with Disabilities
David Hahn
|
I have had a student with visual impairments for several years. Until the student was diagnosed, the student would be squinting a lot to try to read text, and it would take longer for him to get work done. After the diagnosis of nearsightedness was made official in the student's IEP, I was able to sit the student in the front row so the screen would be easier to see. In addition, I would provide larger print versions of whatever text we were using, and, on weeks we were using iPads, he would have special permission to place his iPad closer to his face than the rest of the class would be allowed to do with their iPads. All of these accommodations have helped this student be able to follow along in class discussions and get the work completed at a faster pace. |
6/13/2023
Topic:
Tools and Strategies
David Hahn
|
Option 1: I have a student who is diagnosed with an anxiety disorder that makes it difficult to concentrate. One strategy that could potentially be used better is the peer partner strategy. This was a strategy listed specifically for this student's accommodations at one point last year, but when I tried to implement it, I don't think I planned this strategy well enough for both this student and the peer partner to both feel like they are learning together. While this accommodation doesn't appear to be listed anymore for this student, I'd like to be better prepared to use this strategy again, because the results could lead to higher engagement for this student AND the peer partner.
Another strategy that could be used would be the task card strategy. On certain music arranging projects, task cards could allow for tiered lessons that meet the needs of specific students. I've noticed that this student has been very interested and successful when using the iPads' notation apps for past composing assignments, so this option could be a possible tiered task card in the future. The interface of the technology itself would keep the student from being distracted from anything else outside the screen, thus minimizing distractions when working toward the assignment's objective. |
6/19/2023
Topic:
Assessment of Learning
David Hahn
|
Option 1:
I had a student who was diagnosed with ADHD, Disruptive Mood Dysregulation Disorder, and Generalized Anxiety Disorder. When I would give him quizzes on instrument identification, he would require extra time to take them, and he would also be allowed to take movement breaks as often as he needed. Verbal and nonverbal cues to remain on task were also used. His quiz scores were right on par with where the rest of the class should have scored on these assessments.
Whenever we had piano arrangement projects in partners, I think that having a peer partner, something not specifically listed in his 504 plan, actually helped him to complete his work faster (while retaining good quality) because his partner could provide more frequent cuing and encouragement than I could, due to immediate access with a peer partner. |