Leaving Anyone Behind?
Virtual and Hybrid Learning Challenges for Special Learners Maureen Butler maureenbutlermusic@gmail.com
It would be an understatement to say that the distance learning model we experienced last spring was a challenge for everyone concerned. Students faced such issues as lack of technology, varying degrees of parental support and insufficient instructional time as well as financial issues leading to concerns about medical bills and meals. Although some students had a support system in which they were able to continue to learn, many fell behind with teachers of the arts reporting that a substantial number of students either didn’t turn in their assignments or didn’t respond at all. As we’ve moved into another school year facing the same challenges, with hopefully more confidence, more technological facility and with more resources at our fingertips, this is a good time to evaluate how our special learners have fared and are faring in the current learning environment. For many of those students who face challenges in ordinary classroom situations, the experience last spring may have resulted in learning deficits, social and emotional setbacks and a lack of necessary therapies. For many special learners, music can be a place to shine - to create, to express themselves and to participate meaningfully in group settings. Moreover, many of the activities we do, including singing, playing rhythm instruments and recorders, or performing rhythmic patsching/clapping/snapping patterns reinforce the skills students are developing with physical, occupational and/ or speech therapists. How can we ensure that students will continue to develop musically and meaningfully in the coming year? At the time of this writing, it seems that most school districts in New Jersey have adopted a hybrid model of learning. Whether we are using virtual learning or a hybrid model of distance and in-person TEMPO
learning, how can we consciously integrate the needs of all of our students into our lessons, rather than as an afterthought, so that no one will be left behind? Let’s look at some issues your special learners may have with the following:
Virtual Resources You have undoubtedly found and used many websites, games, and videos to help teach content and have your students practice what they’ve learned. Are these resources accessible to all your students? • Are the notes on the staff large enough for all learners? Can they be enlarged for those with visual impairments? Students with spatial-recognition deficits may struggle with decoding notes on a staff; consider colorcoding to adapt materials and resources for them. • Is there a lot of visual clutter that is distracting for students with learning disabilities or visual sensory disorder? If so, choose materials that are simpler in content, adapt materials for them, or provide an alternate activity. • Are the instructions too fast-paced? Instructions and pacing of some videos and games may be too quick for many of your special learners. Choose videos that can be slowed down, games and other resources that can be paused, and those that present information in smaller increments. • Are your resources accessible for your Deaf and hard of hearing students? They will have difficulty under28
OCTOBER 2020
