4/9/2023
Topic:
Students with Disabilities
Ian Tapson
|
I have had the pleasure of instructing many students who displayed different disabilities in the chorus room. A few years ago, I had a student "M" who LOVED to sing and be in chorus but she seemed to have some developmental and intellectual delays. Although she had an amazing teaching assistant who could read music and assist, I made sure to have her surrounded by supportive and competent students who could assist her as well. When it came time for our performance, we had some simple choreo that we helped her with but it was her first time performing. I talked with her about her what she could do if she got nervous, where she could stand so she had an easy entrance and exit, and also made sure to communicate this to those around her. It was a successful experience for everyone! |
4/16/2023
Topic:
Tools and Strategies
Ian Tapson
|
Technology can often bridge the gap when students disabilities can keep them progressing at the same speed. In our google classroom, each week is labeled clearly with any assignments or information. This is helpful for students who struggle with focus or attention in class. I also include a PDF and practice tracks for each song we perform. While this is for general classroom use, it also serves those students who are struggling with pacing and part acquisition. I differentiate instruction by allowing flexible timing for assignments and also using a program called sight-reading factory. This allows students to select the level they perform best at. |
4/16/2023
Topic:
Assessment of Learning
Ian Tapson
|
In the past, I have had students with severe learning disabilities that resulted with some developmental delays. These students would "push" in to one of my choirs. I met with their teaching assistant and case worker to determine their goals in participation in learning. For these individuals, we wanted them to participate to their fullest. I provided them and their teaching assistant with additional practice resources and modified movements when it came time to perform on our spring pops concert. We also coordingated with students in the choir who could help as leaders. When it came time to perform, we also wanted to be sure that the students felt secure and supported so we made sure they had access to exits in case they became nervous. Several of my students often receive extended time. So I also develop assessments (brief literacy quizzes) that allow students to go at their own pace and also retake if they struggle. Included in their assignment is a review guide as students need to refresh! |