4/20/2023
Topic:
Students with Disabilities
Marissa Rollins
|
For the past two years, I had a student with autism specifically asperger's syndrome. He is such as sweet student who loves to please. I have seen their disability affect them mainly in the morning before the school day starts. They would cry and scream hysterically sometimes even throw up or soil themselves because they did not want to come to school. This would lead to many days missing instruction and negatively impacting his overall education. During class, he very much aims to please. To best support him as a student, I seat him close to me as he tends to most motivated to achieve when by the instructor. He also thrives on compliments to his parents (who more often than not get less positive phone calls). So, if he has an outstanding day (performing a solo in front of class [something he enjoys, but occasionally gets nervous] or shows high achieve through notation or vocabulary, he can earn a positive phone call home from my class. |
4/20/2023
Topic:
Students with Disabilities
Marissa Rollins
|
emily kyle wrote:
I have a deaf student in my music class. One of the ways I try and accommodate the student is to utilize a metronome in the class. The metronome gave a visual of the beat for this student. I coupled this with him playing a triangle. The student could feel the vibration of the triangle in relation to seeing the metronome. This worked well for the student. Being in the percussion section of the classroom with other percussionists gave the deaf student much needed support. The other percussionists learned a few ASL signs so that they could keep everyone involved learning and working together. As a question, does the student have an interpreter with them or do you sign? How do they understand the instructions during a lesson? |
4/30/2023
Topic:
Tools and Strategies
Marissa Rollins
|
I have employed the music program Quaver in my classroom with much success. The program has virtual lesson plans that I use to supplement my own lessons. Their lessons have great diversity in how it engages students (tactile and kinesthetically especially). It helps students with ADD/ADHD in particular when learning a class piece in particular. I always will model it (performing), say note names (auditory), view the sheet music (grades 2nd and higher), and use quaver to give clearer examples of pitch direction (kinetically using movement). |
4/30/2023
Topic:
Assessment of Learning
Marissa Rollins
|
I have students who are English Language Leaner's (ELL) who are innately musical, however, they struggle to understand the instructions on written assignments. During assessments, I allow those students to quietly raise their hands (if it is a written assignment) to have instructions read to them as needed. Another assessment that I used was for a student who had an orthopedic disability (wheelchair bound and cannot hold arms up) in my violin class. All students are expected to do performance assessments. We were able to have this student's one-on-one aid hold a kalimba still lying on the student's lap. The student would then adapt the musical notes from the violin onto the kalimba so musically they could participate fully. |