5/2/2018
Topic:
Students with Disabilities
Whitney Verdoni
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I have had multiple students who are VI (visually impaired). I was not aware as this particular impairment is not always notated in the student’s file. I have hand a few male students who are color blind. I have color coded notes on the board about which sections to play in our music and color coded concert seating charts. They were unable to discern which colors they were supposed to identify with. I now either survey the classes or have a secondary system of marking those specific ideas so there’s a second way for those particular students to identify the necessary information. |
5/2/2018
Topic:
Tools and Strategies
Whitney Verdoni
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I’ve used computer aided instruction for sight reading in the choral classroom. There is a web based program we use which creates exercises based on the specific criteria that I can cater to the specific class. For my beginning students, I can select specific levels of beginning stepwise motion reading with simplistic rhythm in a defined key. It helps me to target the individual students’ needs as I can then use the program to support one or two students in practice. I can use it as a supplemental practice for students who need more help. It also is helpful that I have a Promethean board which allows the screen to be enlarged for the visually impaired students. |
5/2/2018
Topic:
Assessment of Learning
Whitney Verdoni
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I have a student with a disability who uses specific technology to help her with note taking. She will use a tablet to color code her music and then she's able to play passages better. I can assess her classroom time use with how well her music is marked. Her marking of her music with her tablet is a very clear indicator of how much practice she has put forth. It's a great alternative assessment as she is often at her own pace in guitar. |