15 days ago
Topic:
Students with Disabilities
rivka8lywPosts: 1
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Medical-grade torso sex dolls are innovating in the field of elderly care. The models certified by the Japan Nursing Association are equipped with biofeedback sensors that can monitor the user's heart rate and stress value. The advanced version of the granny sex doll integrates a temperature massage system, and 8 sets of medical-grade carbon fiber heating units accurately correspond to the common pain areas of the elderly. The most groundbreaking is the Parkinson's adaptation design, which widens the pelvic support surface and non-slip skin texture, so that people with limited mobility can also use it safely, which marks the transformation of adult products to aging-friendly technology.
edited by rivka8lyw on 6/26/2025
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29 days ago
Topic:
Assessment of Learning
Milton Threadcraft IIIPosts: 3
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
Two examples of adapted assessments I’ve successfully used in my music classroom involved a unit on rhythm and form for upper elementary students (intermediate-3rd thru 5th grades). One student had a visual impairment and a processing disorder, which made traditional notation reading and written assessments inaccessible. In alignment with UDL principles, I designed the assessment to include multiple pathways for demonstrating understanding.
Instead of relying solely on visual sheet music, I used color-coded rhythm cards with raised textures, audio recordings (YouTube) of rhythmic examples, and guided verbal instruction. This allowed the student to access the content through tactile and auditory formats.
Rather than requiring written notation or paper-based tests, I provided students with a choice: they could clap or tap back rhythmic patterns, build rhythms with printed manipulatives, or use a music app to create and record a short rhythmic compositions. The student with a disability chose to construct a rhythm sequence using large-print cards and then performed it using a hand drum, with guided audio support.
Moving forward, in order to maintain motivation and support developmental appropriateness, I will incorporate a “choice showcase” at the end of the lesson, where students can select how they want to share their learning—by performing a short rhythm for a partner, creating a short movement sequence to match a rhythm, or selecting a classroom instrument to demonstrate a learned pattern. I would adapt this assessment by replacing the traditional written reflection with a "musical mood meter", which can be a simple chart with expressive icons representing different musical feelings (energized, calm, proud, confused, etc.). Students can then identify their emotional response after the lesson and could optionally explain why, using their own words and/or drawings.
The prioritization of fairness in assessments provides new avenues to obtain valuable insight into both student emotional engagement and readiness for self-assessment, while ensuring that even students with limited language or writing abilities can participate meaningfully in reflective learning.
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29 days ago
Topic:
Tools and Strategies
Milton Threadcraft IIIPosts: 3
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Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
It was hard to narrow down to just two strategies despite recognizing some notable ones already being implemented. But the following three seem to complement each other and could have immediate impact in my classroom. Three strategies I could incorporate more are tiered lessons, cubing, and flexible grouping—each designed to further differentiate instruction and support the diverse needs of learners, including those with disabilities.
Tiered lessons would allow students to work toward the same learning objective while engaging with content at varying levels of complexity and support. For example, in a lesson focused on rhythmic patterns, I might design three tiers: one for students reading and performing standard notation, another using color-coded or simplified rhythms, and a third using body percussion or rhythm composition tools on a digital platform. A student with ADHD or a processing disorder could participate meaningfully in a tier that matches their current skill level, allowing them to feel both included and challenged.
Cubing could be used to invite students to explore a musical concept, such as melody or mood, from six distinct perspectives using prompts like Describe it, Compare it, Apply it, Analyze it, Associate it, and Illustrate it. This strategy encourages critical thinking and offers flexible access points. For students with learning disabilities, I might modify the cube with visuals or simplified language. More advanced learners could extend their thinking through written responses or creative presentations. Cubing fosters deeper engagement and varied forms of expression.
Flexible grouping would allow students to work in varied configurations based on readiness, interest, or learning style. For a student with a health impairment that limits energy or social interaction, I might pair them with empathetic peers in a calm, small-group setting or offer independent work with periodic check-ins. This approach reduces pressure while maintaining social inclusion and engagement in collaborative music-making on the student's own terms.
Together, I believe these strategies would promote equity, access, and meaningful participation from a higher percentage of students across grade levels. Increasing the use of strategies like these ensures that all students, including those with disabilities, can thrive in the music classroom through thoughtful differentiation and responsive teaching.
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6/4/2025
Topic:
Assessment of Learning
Tracy CoPosts: 3
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I have taught several autistic children. One particular boy did not speak. When assessing him, he would be given more time to answer the question and be given pictures to point to as appropriate. Additionally, observation was a big part of his assessments. I would observe to see that he appeared to understand by demonstrating or participating with what was being taught such as a Jewish folk dance or recorders being played. He surprised me and would participate in just about everything we did.
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6/4/2025
Topic:
Tools and Strategies
Tracy CoPosts: 3
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When doing a program or performances, we use peer partners to help with solidifying parts with students who have disabilities or others who may just have difficulties learning them. Additionally, when students play an instrument such as a keyboard, we use iPads to help to remember the chords, to play the chords, to spell out the chords and to help in rhythms. We use simple programs such as Onsong and Chordify. We have seen improvements and success by using these simple tools.
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6/3/2025
Topic:
Students with Disabilities
Tracy CoPosts: 3
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There is a student who had profound stuttering problem. He had difficulties talking in front of the class and participating verbally. Our high expectations continued for him throughout his learning and time with us. We would require the same participation as we did with everyone else. We would be patient with his speaking abilities and encourage him with opportunities for practice, coaching, and breathing techniques. He is now singing in our ensemble on stage and doing performances in theater. We are so proud of his growth and accomplishments!
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5/28/2025
Topic:
Assessment of Learning
Caron PrisbyPosts: 7
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The alternative assessments are ongoing performance assessments that I as the teacher am circling around the room when playing on the instruments to help engage the students that are struggling. An easy assessment is an exit ticket and peer assessing. Students can learn so much from their peers.
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5/28/2025
Topic:
Tools and Strategies
Caron PrisbyPosts: 7
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The 2 strategies I could use in my classroom would be cooperative learning and peer partners. though both are similar, a student who struggles on a recorder can feel better working in a group because it can increase their participation. I have used peer partners in my classroom for assessments. I feel struggling recorder players would benefit with a peer partner. Peers often learn simultaneously, with the teaching peer modeling the task first, and then supporting their partner.
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5/27/2025
Topic:
Students with Disabilities
Caron PrisbyPosts: 7
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I currently have a second-grade boy who has autism and cannot sit still. He wanders around the room, which I allow but he gets into all of the instruments while I am teaching a lesson. It is very distracting; therefore, I began to set up boundaries to help him understand what acceptable behavior was expected. I am continually working to engage him in the lessons, and at one point in time he had an assistant which made class much easier but with funding the assistance was cut.
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5/27/2025
Topic:
Assessment of Learning
Caron PrisbyPosts: 7
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I had a student with a vision disability. I always put the student right up front and had a student to partner with them. I would blow up music so they could read when we were singing or playing the instruments. When playing the recorder, the student again was given the music blown up so they could read it. For assessments I would take them aside and test separately to accommodate their disability.
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5/27/2025
Topic:
Assessment of Learning
Caron PrisbyPosts: 7
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Administrator wrote:
Choose One(1):
- Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
- Option 2: Think of a music student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her music learning. Share your response in the threaded discussion.
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5/27/2025
Topic:
Assessment of Learning
Caron PrisbyPosts: 7
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Administrator wrote:
Choose One(1):
- Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
- Option 2: Think of a music student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her music learning. Share your response in the threaded discussion.
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5/26/2025
Topic:
Students with Disabilities
Milton Threadcraft IIIPosts: 3
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One student I taught had a medical condition that required an exposed port for treatments, which limited her mobility, energy, and proximity to peers. In general music, movement is essential—whether it’s walking the form of a song, clapping or stepping out complex rhythmic patterns, or using gesture to support memory and lyric learning. For her, I adapted these activities by offering seated movements, finger tapping, scarf motions, or conducting gestures instead of full-body movement. When peers were involved, we used mirrored or call-and-response setups to maintain social interaction without physical contact. These simple but intentional adjustments ensured she remained musically engaged and included.
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5/22/2025
Topic:
Students with Disabilities
Caron PrisbyPosts: 7
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I had a student in a wheelchair that could not use his arms. He was extremely bright, so I had to come up with accommodations for playing the instruments. We had a special mallet just for him to use and he could play glockenspiels, drums, and harmonica when we were playing the recorder. It made him proud to be able to contribute to class activities other than singing.
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4/30/2025
Topic:
Assessment of Learning
Mavy TorresPosts: 3
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I will be incorporating two key strategies to assess student understanding. First, I will use response cards in small groups to gauge their knowledge, allowing me to identify and address any gaps in their learning. Additionally, I will implement exit cards to evaluate overall comprehension at the end of the day. These assessments will provide valuable data, helping me make informed adjustments to future lessons to better support student success.
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4/30/2025
Topic:
Tools and Strategies
Mavy TorresPosts: 3
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Our school offers an e-book for art, designed to support students of all learning styles. These e-books provide accessibility features such as adjustable text size, text-to-speech functionality, and the flexibility for students to progress at their own pace.
To deepen their understanding of each chapter, I provide guided notes, which students use to engage with the subject matter and reinforce their knowledge. Additionally, I incorporate graphic organizers to enhance vocabulary learning. One effective strategy I use is Semantic Maps. When studying the elements of art, students can add each element of art to the map and personalize it by including their own examples. They may illustrate concepts through drawings or attach printed images to represent their interpretations, fostering a hands-on and interactive learning experience.
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4/30/2025
Topic:
Students With Disabilities
Mavy TorresPosts: 3
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I once had a student with ADHD—an incredibly bright and creative individual, but he struggled to stay on track with coursework. To support him, I would break down art projects into small, manageable steps, printing them out so he could focus better. At times, the overall project felt overwhelming, but by selecting three tasks to complete during class, he could work at a comfortable pace.
As he engaged with the tasks, I closely monitored his progress. If I noticed him getting off track, I would gently redirect him and offer assistance. When he struggled to understand a particular step, I provided examples to clarify expectations, ensuring he felt confident in his work. Extended time was always available, allowing him to complete his work gradually and with more focus.
To support his concentration, I built in scheduled breaks between tasks—giving him time to stretch, grab water, and reset. He also found comfort in working at an easel, which allowed him to move freely while creating. Little by little, these strategies helped him stay on task and thrive in his artistic process.
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3/19/2025
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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3/19/2025
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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3/18/2025
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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