15 days ago
Topic:
Assessment of Learning
Kimi EvansPosts: 5
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I have some students who are developmently delayed and also have speech or language impairment. I have purchased some brightly colored beautifully illustrated posters of the Families of the Orchestra. I also have beautiful posters with musical terms for dynamics and tempo. When we were learning about the orchestra several 1st graders were allowed to quietly leave their spots to go to the area with the Instrument Families and point to the instrument they were hearing while also naming the instrument. They were having a blast learning this way. Later as they listened to sample sounds of some of the instruments they were able to point and name the instrument they heard. They also did this with music terms in tempo and/or dynamics.
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15 days ago
Topic:
Tools and Strategies
Kimi EvansPosts: 5
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I like the organizing information graphics using the 5 Ws. I would use this to help children memorize short songs used in singing games. The singing game I am thinking about is called, "We Are Dancing in the Forest". Lyrics: "We are dancing in the forest while the wolf is far away. Who knows what will happen to us if he finds us at our play?" "wolf, are you there?" (wolf responds with a silly answer) "Yes, but I am brushing my teeth" They sing the song through a 2nd time and again ask the question, "Wolf, are you there?" (Wolf answers) "Yes, but I am combing my mane." 3rd time through and again the Q and Response.......this time the wolf responds, "Yes, and I am coming to get you!"
Listing the 5 Ws
What happened? The children taunted the wolf and on the 3rd taunt the wolf gave chase.
Who? The children and then the wolf.
Why did it happen? The children goaded/teased/taunted the wolf and he finally got so annoyed he chased them.
When did it happen? It could have been Spring, Summer, Fall or Winter.
Where? In the forest, on the edge of town.
I also like "chaining" and for music rhythms it would be reverse chaining. This would be when children are practicing their knowledge of reading simple rhythms to a song. As they sing the song using only the rhythm syllables (Ta, Ti ti Quiet on the Rest) line by line, I would erase the last 2 rhythms and have them sing the rhythms again and sing through to the end "imagining" what rhythms have been erased. I would do this 2 beats at a time from the last rhythm through erasing all of the rhythm and then "check their memory" and see if they can sing the rhythms correctly from the start of the song to the end.
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15 days ago
Topic:
Students with Disabilities
Kimi EvansPosts: 5
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Beautiful outcome for your student. I hope she loves being a music therapist.
Sarah Hamilton wrote:
I had a flute student in a high school band with Asperger's. She took everything literally, had a difficult time with changes in routine, and had a difficult time relating to her peers. I had to be extremely careful in setting an environment where everything was consistent. If anything changed abruptly from her expectations, she would have outbursts and possible meltdowns. She wanted to perform well and I also had to be sensitive in correcting her. Despite her disability, she worked very hard and performed very well. As long as I was sensitive to her needs, helped prepare her for changes, assisted her with appropriate classroom behaviors, she did very well. Her dedication and hard work allowed her to gain respect from her peers, although she did require quite a bit of coaching in interpersonal skills. She ended up majoring in music therapy in college.
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15 days ago
Topic:
Students with Disabilities
Kimi EvansPosts: 5
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Tammy, I love this strategy and will remember it when I have students with visual impairments or limited vision. Fantastic!!
Tammy Voodre wrote:
A couple of years ago. I had a student who not only was diabetic but had limited vision in his eyes. First of all, I have to say he was a inspiration to us all. He worked harder and never had an excuse for not learning or achieving in my music class. During the unit on recorders, we had his music enlarged so that he would be able to see it without squinting. Through the school system, we had someone place rubber O-rings on his recorder for each of the seven holes so he could feel the placement on the recorder better. This gave a him a landing mark for finding the holes and this seem to worked well for him. I also had him sit close to the front of the classroom and assigned a peer helper to help guide him during our class time just in case he had a question. I would also give him one on one instruction when possible.
edited by Tammy Voodre on 4/17/2016
edited by Tammy Voodre on 4/17/2016
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15 days ago
Topic:
Students with Disabilities
Kimi EvansPosts: 5
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A few years ago I returned to teaching after having been retired for several years. I had a delightful first grade class that loved music with all of the singing and dancing and kinesthetic and visual representations provided for young musicians to internalize music. One young boy would hide under his chair but he felt very comfortable being next to a young girl who became his "learning buddy". I allowed him to hide and kept a watchful eye on him as the children learned various strategies to understand music. One day, I asked him if he would like to sit at a desk right beside my desk and his eyes lit up as he nodded "yes". There he sat beside me and observed the children as they learned. The students loved a particular movement song that we used as a body "warm up" and it was the "freeze" game. Anytime the students were to "freeze" the voice would say, "Freeze, don't move! Don't move, don't move, don't move!" It was not long before I heard his little voice chanting this out each time the students were to freeze. He was choosing to "connect" with music through this activity. I taught a singing game that required the children to sing a short solo as they played and it included a person who was "it" and sang solo and the child he/she would choose to tag to chase him/her. Out of nowhere, this young student jumped into the game and sat with the class in a circle. When he as picked and laughed through the chase and became "it" he skipped around the circle of children and sang his solo in the most clear, perfectly pitched voice. When the game was over, he skipped back over to "his desk" in "his space" and sat and colored a Nutcracker page I allowed him to color when he attended music. I would find as many Nutcrackers as I was able to print out for him to color and I provided him with his own "box" that included scissors, crayons, markers, pencils and glue and I watched him as he "hid" behind his "projects" and listened to what the children were learning. He captured my heart. Totally. When he moved to a different school I did not have the heart to dismantle "his box", it is still in my classroom as a reminder of how some children need to "choose" their time to be involved with my class and looking busy doing something else did not mean he was not "parallel" learning.
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17 days ago
Topic:
Assessment Of Learning
Moses EdgeworthPosts: 1
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During sex, your partner may lose the internet and as a result, you will have to deprive yourself of enjoying sex to the maximum extent possible. This practically forces you to lead a boring and tedious sex life. However, realistic futanari sex doll is always ready to provide you with this service when you need it. Rotate them at any angle to enjoy your sexual desires in different positions and get complete satisfaction.
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22 days ago
Topic:
Tools And Strategies
willyxiePosts: 1
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This is all done by hanging the sexdoll's body on a hook above the bathtub to catch the water and soap, with the head removed and the legs bent.
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24 days ago
Topic:
Tools and Strategies
TernencePosts: 1
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In recent years, the market for female sex dolls has expanded significantly, with advancements in materials, customization, and artificial intelligence making them more realistic than ever. While some people see these dolls as a source of companionship, others raise concerns about the ethical, psychological, and social implications of their use. If you're considering purchasing a American sex doll, it's essential to weigh both the benefits and risks to make an informed decision.
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2/23/2025
Topic:
Tools and Strategies
lalo233Posts: 1
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Call of obligation: Black Ops 6 is accessible to redefine the FPS panorama, able a blood-tingling adore arranged with avant-garde capabilities, astringent gameplay, and a abysmal meta. A cardinal of the best accepted additions is the "Hunter's intuition" perk, a sport-changer for advancing gamers who advance on ecology and casting off enemies COD BO6 Boosting.
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1/24/2025
Topic:
Tools and Strategies
Jillian kotzePosts: 2
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There are so many strategies that are beneficial to special needs students, within the classroom. What is wonderful, the strategies used for these students will also be beneficial to the general education students along side them.
One strategy is graphic organizers. This will help students really break down the topic and skill. The student will be able to see the big idea broken down into little chunks of information. Additionally, when the students interact with the graphic organizer, they will hold onto the information.
Another strategy used is peer partners. I have used this strategy many times, especially with students who ate autistic. These students benefit from a model who will guide them through routines. They can also help with assignments and pacing.
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1/22/2025
Topic:
Assessment of Learning
Jillian kotzePosts: 2
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I had a kindergarten student with autism who was functioning, but could not communicate in a way that others around her communicated. The way she was able to communicate was through art and music. I could see her abilities and knowledge through what she produced during art and music time. Eventually she was placed in a cluster and was able to produce more of her knowledge in a smaller, structured setting.
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1/20/2025
Topic:
Tools And Strategies
Erika GalloPosts: 1
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Two strategies that I use regularly in the art room.
1. I have a step by step guide of how the project will progress for scholars that my be faster or slower, differentiating in this way ensures that each scholar is working at their own pace and not getting frustrated by going too slow or too quickly. I will also vary the medium if there are sensory issues with certain materials.
2. I have cooperative learning opportunities for each scholar to help another. If fine motor skills are an issue they will help with cutting or holding the ruler or even folding paper correctly, this are simple things that can be very frustrating if you are the one that can not do it properly and peer help makes a big difference.
I use an adaptive headset for my hearing impaired scholars as well as a video of the procedure we will be doing that day.
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1/10/2025
Topic:
Students With Disabilities
Andres MercadoPosts: 2
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Blessed greetings to all!
In the past I have had several students with disabilities, some severe and others not so marked, the truth is that each condition brings with it different challenges when it comes to showing knowledge. For the teacher, it is a wonderful challenge to try to find an effective way to connect and get them to express their knowledge correctly. For me, the student who most marked my life in the past was a student with a visual impairment. The student was a beautiful challenge and inspiration for me and the other students, as she managed to make beautiful works of art overcoming her visual impairment. Having used one-on-one strategies, modeling him with clear instructions, giving him importance and participation in the classroom, were some of the things that made the difference. We were able to connect with her as a classroom by verbally explaining in detail what others observe and she teaching us to use braille.
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11/6/2024
Topic:
Students With Disabilities
Luann Howard-BlaskowskiPosts: 1
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I have a high school student with ADHD this year and he is a senior that has a hard time waking up and getting to school. Unfortunately, I have him in my 2nd period Art 3 class and so he misses class a lot, like 2-3 times a week. So, to start with that makes it hard to keep a consistent schedule with him. Because of missing so much of my class, he tends to be panicky and worried as soon as he comes into the classroom and then he wants to quickly whip something together to just get whatever project we are working on done. He also is easily distracted with other students or them showing me their projects, etc. He also has a hard time focusing on whatever he should be doing art-wise for only like 15 minutes at a time and then he will get up and move around the room, talking to other students or just pacing between my two rooms. So, with all of this, I have made sure that he has a seat near my cart and computer and so when I go over things at the beginning of class he is right there and I usually go over to him right after announcing whatever everyone should be doing for that class period and I make sure that the knows what he needs to be working on. I also give him a time limit of working for so long and letting him tell me what he wants to have done in that time. I ask him to come and show me when his alarm goes off and we talk about what he's done and then move onto the next section of time. These time groupings seem to really help him and he likes to have my attention, even if I am on the other side of the room and he has to find me. We schedule in one bathroom break for him too. As far as his absences, I assure him that he is on a different schedule than most of the group and I want him to finish his artwork with quality time and that seems to help him relax and stay excited about finishing his artwork, even if he is behind the rest of the group. I hope that he can continue on this positive path and maybe he will be able to feel good about finishing and learning from at least 3-4 art projects by the end of the year.
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10/25/2024
Topic:
Assessment of Learning
Lindsey WilliamsPosts: 1
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Describe an example of an adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I had two students with visual impairments. I adjusted our assessment activities to focus more on aural skills including call & response and individual assessment of individual rote learning. I provided recordings of 5 songs/melodies they had to learn by ear and perform from memory including Mario Bros, Angry Birds, and Happy Birthday. Many students took this as a fun challenge and actually paired up and created duets or accompaniment parts for their ear songs. It functioned as a great way to get them playing their instruments while focused on listening as well as playing and not so tied to notation. For other playing tests, I created an aural model of the parts the students were playing so they could use the aural model to learn their part. I also adjusted prep time for those students.
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9/14/2024
Topic:
Assessment of Learning
Donna GeilsPosts: 3
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Giving students whose disability involves writing and fine motor skills an alternative way to express what they know and can do is critical. Oral exit “tickets” and interviews as quick checks for understanding can be very effective for these students. My student with Williams Syndrome (Intellectual Disability) could enthusiastically describe what she learned, but if she had to write it down, the focus shifted to the physical act of writing rather than on what we learned about that day. She had dictation as one of her testing accommodations as well, so when a written product was needed for assessment, she dictated her responses.
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9/14/2024
Topic:
Tools And Strategies
Donna GeilsPosts: 3
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I have used task cards and stations in tiered instruction many times over the years. They are great for guided small group discussions and activities, and help keep students focused on the task at hand. For my students with reading disabilities, the combination of the small group structure and brief/short task card directions are both effective in keeping everyone engaged and on the same page.
Presenting new activities and exercises can be a challenge, so I have utilized the Promethean board to show video demonstrations of specific skills or techniques I want to introduce. UDL is definitely at play in these strategies and tools, benefiting many in the class and not just the students with disabilities.
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9/14/2024
Topic:
Students With Disabilities
Donna GeilsPosts: 3
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I had a student with Williams Syndrome who struggled to comprehend information she read, but she could memorize short lines and was very extroverted and excited about being in the stage production. With some short coaching sessions and practice, she was able to successfully perform her role multiple times during the run of the show. A few times she got overwhelmed, but keeping her in a small group helped her manage her anxiety. She really did well when we were able to put all the elements together (lines, movement/blocking, and costume).
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9/10/2024
Topic:
Assessment of Learning
Maegan BentonPosts: 3
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Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the art classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
There have been several times I have created alternative or adapted assessments for students with disabilities. For example, I had a student with autism who had some sensory struggles with certain materials (especially the sound and feeling of certain materials on paper, or the feeling of the material in his hands). If we were focusing on a specific target like line weight or contour drawing, for example, I would let him use an alternative media that did not present the same sensory challenges for him. Sometimes, as I mentioned in my technology response, he would use the iPad to complete his work if the standard was something that could be assessed in a digital product (often it can be).
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8/30/2024
Topic:
Tools and Strategies
Maegan BentonPosts: 3
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Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I currently have a student with autism in my digital art class, but I had him previously in a traditional studio art class. This particular student sometimes struggles with sensory issues to the point of not being able to do the assigned studio task. When possible, I allowed the student to demonstrate his learning on digital art programs instead of with physical materials. This was especially successful on any drawing and painting tasks, because he would do the assignment in a drawing program (Procreate) instead.
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