I taught my very first choir this past school year. Developing lessons plans seemed fairly simple as I have been in many choirs before. Students walk in, I take attendance, do vocal warn ups and exercises, let them listen to a new song, pass out music sheets, drill their vocal parts, and do a rough run through until the end of the period. Everything worked perfectly in my head until a blind student assisted by a one-to-one aide walked in. As teachers, we need to be able to think fast and have a back up plan. In order for this individual to be successful in a choir class, he would have to sit near the teacher or a students willing to sing loud enough and be given the opportunity to listen to the music over and over again to the point of memorization. Memorizing comes along as the whole class rehearses with just the instrumental music. In music, successful repetition is our best teacher (West, 2012).
Devising a lesson plan to accommodate this student's needs allowed for different ways to make myself available to him. It was not very easy at first, but in this new digital age there is an answer to everything. I began burning CDs with all the songs we were performing or planning to perform along with providing him with the sheet music so not to feel different from any of his classmates. This accommodation is not quite unique. I am aware that there are teachers who've done the same. I was given music files on a CD for upcoming concerts. The different is that to this young, blind student who loves to sing his heart out, a CD, mp3 player, iPod, computer, TV, and anything else that produces sound, is his connection to the world. Handing him a CD felt very different than when I have done the same for other students.
There are a number of ways a blind student can be successful in music as a composer or performer. If I could suggest to the school to invest in a Braille embosser or a Braille Translation Software that can convert music notes to Braille by using a computer and Braille embosser, every blind student to ever walk through a music class would finally learn how to read or understand music in a very different way. It would mean extra training for the teacher that will be very much worth it. My suggestion to teachers, especially music teachers, is to find out the different kinds of technology that are out there for different types of disabilities. One can never know their next challenge so a teacher may as well keep a list of resources to refer to.
Lesson plans to accommodate disabled students are integral and I agree with the inclusion to do so. It is important that steps are being taken to assist and accommodate students with disabilities because not only is it against the law (GDRL, 2012), it is what's right. No longer can disabled children feel unimportant or underprivileged. Every child must have equal educational opportunities. Although extra effort will be needed to make accommodations for certain types of lessons, any way a child can participate in an activity and feel involved in the class is appropriate for helping disabled children especially if there are a lack of resources. For any type of revised lesson plan, as long as the student is engaged, gets along with his or her peers, and learning is occurring, the revisions are conducive and appropriate for accommodating the needs of the individual.
References:
West, Thomas J. (August 2012) The Key to Effective Music Practice: Efficient and Successful Repetition. Retrieved on June 24, 2012 from KEMP.
A Guide to Disability Rights Law. (April 2012) Retrieved on June 24, 2012 from www.ADA.gov.
Devising a lesson plan to accommodate this student's needs allowed for different ways to make myself available to him. It was not very easy at first, but in this new digital age there is an answer to everything. I began burning CDs with all the songs we were performing or planning to perform along with providing him with the sheet music so not to feel different from any of his classmates. This accommodation is not quite unique. I am aware that there are teachers who've done the same. I was given music files on a CD for upcoming concerts. The different is that to this young, blind student who loves to sing his heart out, a CD, mp3 player, iPod, computer, TV, and anything else that produces sound, is his connection to the world. Handing him a CD felt very different than when I have done the same for other students.
There are a number of ways a blind student can be successful in music as a composer or performer. If I could suggest to the school to invest in a Braille embosser or a Braille Translation Software that can convert music notes to Braille by using a computer and Braille embosser, every blind student to ever walk through a music class would finally learn how to read or understand music in a very different way. It would mean extra training for the teacher that will be very much worth it. My suggestion to teachers, especially music teachers, is to find out the different kinds of technology that are out there for different types of disabilities. One can never know their next challenge so a teacher may as well keep a list of resources to refer to.
Lesson plans to accommodate disabled students are integral and I agree with the inclusion to do so. It is important that steps are being taken to assist and accommodate students with disabilities because not only is it against the law (GDRL, 2012), it is what's right. No longer can disabled children feel unimportant or underprivileged. Every child must have equal educational opportunities. Although extra effort will be needed to make accommodations for certain types of lessons, any way a child can participate in an activity and feel involved in the class is appropriate for helping disabled children especially if there are a lack of resources. For any type of revised lesson plan, as long as the student is engaged, gets along with his or her peers, and learning is occurring, the revisions are conducive and appropriate for accommodating the needs of the individual.
References:
West, Thomas J. (August 2012) The Key to Effective Music Practice: Efficient and Successful Repetition. Retrieved on June 24, 2012 from KEMP.
A Guide to Disability Rights Law. (April 2012) Retrieved on June 24, 2012 from www.ADA.gov.
Hi Christine:
ReplyDeleteThanks for sharing.
-j-