Abigail Carter

carterai@dukes.jmu.edu
Students with Special Needs or Exceptionalities Background
Block 4 – High School Chorus

Student A

Student A is a singer in a mixed voice chamber ensemble. They are diagnosed with

attention deficit hyperactivity disorder (ADHD) and per their IEP need extended time on

assessments, the opportunity for small group testing, specific seating near instructor; they also

need reclarification on directions, progress monitoring, and redirection to tasks. I observed from

the first day that this student is seated in the front of the ensemble next to a peer who can

redirect them effectively when needed and who they feel comfortable with. Student A is more

reserved socially but shows constant effort being put into focus and producing the best possible

outcome that they can. I also observed that this student occasionally doodles or draws

throughout the block on a sheet of paper that stays on their music stand. It seems to help reduce

stressors and help the student continue to listen and focus more effectively, and the student is

quite gifted at drawing. It is clear from having conversations with the student that they have very

specific interests and enjoy the accepting community they have found in chorus. Without specific

observation, it likely would not appear to an observer that this student needs accommodations

or modifications because they manifest themselves in very subtle behaviors and actions. I only

became aware of Student A’s personal anxieties and need for accommodations when they first

disclosed it to me when we had a conversation (where they also showed me many of their very

skilled drawings). I plan to continue to observe this student carefully throughout the placement
and to regularly check in with the student about their well-being and how they are feeling about

the repertoire and content we are learning. I also plan to be intentional in conversing with this

student in order to provide an environment that feels safe for them to be social and to feel

comfortable with me as a new person in the classroom.

Student B

Student B is a singer in the select mixed voice chamber ensemble. Per their IEP, they need

assistance in word processing, redirection as necessary, repetition and clarification of directions,

and must meet weekly with their teachers. Student B shows strong leadership qualities in the

ensemble despite not having an official leadership title or position and maintains focus and drive

throughout rehearsals. At times, it appears that the student goes on “auto-pilot” and falls into a

dazed state after focusing diligently for long periods of time. Student B is relatively outgoing and

works well alongside their peers. Like Student A, it does not appear to the average observer that

Student B needs accommodations or modifications. It appears important to give opportunities

for students to relax any tension, reset focus and to give feedback effectively to best benefit

Student B’s learning. I also noticed in situations in which class games were being played, Student

B often takes it upon themselves to provide clear instructions and reiterate important concepts

in the game. They are always trying to help others understand more clearly just as they have

been supported in their learning through instructional reminders. I plan to continue to observe

this student and be mindful of their needs for consistent clarification, as well as personally
checking in through informal conversations about how the student is feeling with regards to

balancing schoolwork and maintaining focus.