6/21/2016
Topic:
Students with Disabilities
Jamie Broxson
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I taught a young man who dealt with a moderate to severe ASD. This young man had an uncanny ability to match pitch and learn tunes by ear. The greatest challenge was the difficulty he has with certain noises and sensory issues. We paired him up with two other young men who did a tremendous job helping to keep him focused, on-task, and engaged. These student partners helped him as we came on and off stage during performances. I think the young man dealing with ASD had a greater positive impact on my students without disabilities than they had on him!! It was a wonderful experience for all of us. |
6/22/2016
Topic:
Tools and Strategies
Jamie Broxson
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One of the teaching strategies that I frequently use in my classroom is mnemonic instruction. Whether it be teaching lines and spaces of the bass & treble clefs using FACE, All Cows Eat Grass, etc. or helping students remember the order of sharps and flats in key signatures, I find that these tools help my students with varying disabilities retain basic music literacy information, so that they can be successful reading music.
Additionally, I use grouping practices (specifically peer partners) to give my students with disabilities an opportunity to work with other students who are strong in their music reading and interpretation skills. I find that many times, students communicate more honestly with their peers than they do when I'm leading a class discussion. |
6/22/2016
Topic:
Assessment of Learning
Jamie Broxson
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I had two students who were visually impaired come through my program a few years ago. One student was considered legally blind and the other student had absolutely no ability to see. I worked with these students' vision teacher to provide my exams and quizzes to her ahead of time so that she could translate my exam into braille form for the students. Also, at times, I would read my tests aloud to the students and let them reply verbally. |