6/10/2018
Topic:
Tools And Strategies
ANISSA RUIZ
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- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
I have a student with Albanism and his eye sight is impaired due to it. It is helpful that I project anything that should go on the whiteboard. That way I can increase the font size so that he can read the directions and/or notes. Also, I upload any scripts we use in class to Managebac (what our school uses) so that anyone, even him, can download it and make it bigger if needed.
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6/10/2018
Topic:
Tools and Strategies
ANISSA RUIZ
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- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
Same student that I had for Drama , I also had for music. He has Albinism and his eyesight is impaired due to that. It is helpful that I project anything that should go on the whiteboard. That way I can increase the font size so that he can read the directions and/or notes. Also, I upload any music and/or notes we use in class to Managebac (what our school uses) so that anyone, even him, can download it and make it bigger if needed. |
6/10/2018
Topic:
Students With Disabilities
ANISSA RUIZ
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Think of a 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 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 who has Autism. However, he is very high-functioning. Because Drama is a very collaborative, I try to always put him in a group where he will be successful and the other students will lift him up instead of bring him down. I try to speak very clearly to him. He's great. |
6/10/2018
Topic:
Students with Disabilities
ANISSA RUIZ
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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 had a student who was missing an arm! He was in beginning band (middle school) and learning how to play the clarinet. He did have a prosthesis. So, instead of holding the clarinet with his right hand on the bottom, he used the prosthesis to hold the clarinet up and put his working arm/ hand on the top. He only had 6 weeks so he learned how to play all the notes he could on the top half of the clarinet. When it came time to switch, he was on the trumpet. His prosthetic held the trumpet and his good hand played what he could. He felt very excited that he was able to accomplish something within band. |
6/10/2018
Topic:
Assessment of Learning
ANISSA RUIZ
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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 with orthopedic disability which made it difficult for them to play the recorder. The entire grade level was doing Recorder Karate and because this student was unable to function with a recorder, I let the student use the xylophone in order to accomplish what everyone else was. So this student was able to earn the "belts" by playing the same songs that everyone else was playing, but on the recorder. It was so nice to see this student get so excited that they could still be on level with the rest of the class.
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6/11/2018
Topic:
Tools and Strategies
ANISSA RUIZ
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- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
Well, in Elementary and Secondary, I used mnemonics as a remembering tool for the lines/spaces of the staff. I even do a "contest" where students, in GROUPINGS, try to think up a NEW mnemonic for the lines of the treble clef staff. I always say that 4-5 brains are sometimes more useful than just one. So that always helps them memorize.
I also do Groupings. This REALLY helps because I try to always do the groupings with strong, middle, and weak students within one group. That way there is someone in the group that might have more insight into what the middle and weaker students have to offer.
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6/11/2018
Topic:
Assessment of Learning
ANISSA RUIZ
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- 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.
Again, my student with Albinism who has a visual impairment due to that. Because he has difficulties seeing, I always try to accommodate him by sending him the assessment electronically. That way, he can increase the font size to what is best for him without me having to make extra copies with larger font for him to see.
I also give him more time because it takes longer for him to read his assessments due to the larger font. |