4/13/2018
Topic:
Assessment of Learning
Andrea Vella
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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.
I had a student in my Keyboard I class last year with partial hearing loss. I had him seated near the edge of the row of keyboards, so I could easily demonstrate what I needed him to play, help him, etc. I also paired him up with another student who he could ask questions to any time. And I gave him additional time to complete assessments.
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4/13/2018
Topic:
Tools and Strategies
Andrea Vella
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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.
In all my classes, I use cooperative learning (sectionals) and peer partnerships. This helps students with learning disabilities, ELL students, and also students who are new on their instrument or miss a day of class, etc. I also use mnemonic devises for the names of the lines and spaces in the music staff, and for the white notes on the keyboard. We use graphic organizers for the rhythm tree and circle of keys. |
4/13/2018
Topic:
Students with Disabilities
Andrea Vella
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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.
I have a student in marching band who has schizophrenia. If he gets very stressed or if the environment is too overwhelming (very easy in a marching band setting with the volume, physical activity, etc.), it could trigger an episode where he hears and sees imaginary people/things, reacts accordingly, and can get very frightened/upset. This has happened one time full blown. After the first time he experienced an episode during practice, I tried to help him identify what happens when he feels it coming on. We discussed how he needs to let me know immediately, and to take a calm walk away from the sound, etc. with a friend to collect himself and remove himself from the situation. Then, if he feels better he could return to practice, and if not we would call for a ride to pick him up. Once he fully understood that it was okay for him to do those things, he became a pro at managing the episodes and we haven't had one since. Obviously, the first time it happened, the entire band witnessed it, and didn't know how to react, but ever since, they have been extremely helpful and understanding. |