Link June 2018 Volume 27 Issue 3 - Page 58

contributions By Phillip Chalker Why do some music teachers with sight find it hard to work with someone who is visually impaired, but it is not hard for a visually impaired music teacher to work with someone who is sighted? Teacher’s Advice W hat are they scared of been two-way learning”, “he’s got repeat what I am saying and what I or worried about in to learn to teach us while we’re am showing them. This gives me an working with students learning from him”, and comments understanding that they are learning who are visually impaired? Could it from a leader who taught me who from me. I provide my students with be that they are thinking how can the said that I don’t need to tell people documentation on what I am teaching visually impaired person follow what about my eyesight because they want them and I also ask my students I’m doing, or whether the material to learn the ukulele and that it should what other formats they would like provided is in the correct format to not matter. the information sent to them in, for help them? I used to worry about this, as student includes providing them with example email, text message or audio file. well as whether to tell students some rules, such as not to use any beforehand that I am legally blind, visual cues when communicating with people at the one time in a ukulele thinking that they won’t want to come me. They must say yes or no rather workshop. How can I remember to lessons. than nod or shake their head if they everybody’s names and their location don’t understand what I’m saying. in the room? These are challenges I What encouraged me to overcome my challenges was comments from workshop participants, such as: “it’s 58 The strategy I use when I teach a contributions The other types of strategies I use are getting the students to Imagine that I have up to eight face but I find ways to work around it by using adaptive technology such as