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Administrator Administrator Posts: 18
4/11/2016
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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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0
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Ann McFall Posts: 3
4/14/2016
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I had an autisic student in my room with a one-on-one paraprofessional. Students were being quizzed on classifying the instruments into their proper families. All students had a "fill in the blank" quiz with the picture of the instrument and a blank next to it to write in the family name. For my student with autism, I had cut outs of the instruments and he had to place them onto the color coded instrument family paper. (Purple was strings, blue was brass, green was woodwind, and red was percussion. These were the color codes we used all year.)
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+2
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Zadda Bazzy Posts: 3
4/18/2016
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In the past, I have made adaptions to the melodic notation assessment that I use. When students have specific learning disabilities, they may have difficulty drawing note heads on the staff. In the past, I have allowed students to use manipulatives to notate what they heard. I have also reduced the number of pitches in each example and provided boxes on the staff (like bar lines between each note head) to help students compartmentalize the notation for the first pitch, the second pitch, the third pitch, etc. In terms of testing accommodations, I have tested students one-on-one (flexible setting), played the melodic phrases as many times as the student needed, and allowed for extra time.
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+1
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Julie Hebert Posts: 6
5/13/2016
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I taught a hearing impaired kindergarten student who attended music with an interpreter. The student was not completely deaf, but had severe hearing loss. I planned an assessment on percussion instrument timbre that included playing un-pitched percussion instruments while standing behind the piano (so students could not see the instrument). The purpose was for students to correctly identify the instrument being played by identifying the instruments' timbre. To accommodate the student who was hearing impaired, I had him sit with his aide next to the piano so that he could see the instruments. This made the assessment a level 1 task for him because he was only identifying the instruments by site.
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+1
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Tammy Voodre Posts: 3
5/15/2016
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I currently have a student who lacks self-control, is impulsive and is very easily distracted. The challenge for me is to actually get him to stay seated and focused so he can learn in music. I would like to provide preferential seating for him in the front of room. This would allow me to monitor his progress better and be within arms link to him. I would also like to come up with a signal that would let him know that he is going off track, and vice versa a signal that he can give me to let me know that he needs to move. I have given him a special rug to sit on during class to try establish some boundaries for him. This worked for a little while, but I wasn't consistent with him in order to make it apart of our expectations for him in my room. With regards for assessing his knowledge, this year I need to break things up into smaller units for him to see if this will help with his attention and retention.
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+1
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Ruthie Antmann Posts: 3
5/23/2016
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One assessment accommodation I have successfully used is response cards. I used these with a student who has an orthopedic impairment that prevents him from writing. The response cards were used to assess knowledge of orchestral instrument families.
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+1
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Kathy Stermer Posts: 3
8/1/2016
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I once had a 3rd grade student who was a select mute. She was very sweet, well behaved and an active participant in my class, however, she never spoke or sang a word in school. For her assessment, instead of having her speak, for example, the names of instruments, she was able to identify them by pointing at pictures. By the end of the year I observed her "moving her lips" to a song during class singing!
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+1
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Melissa Voshell Posts: 3
9/26/2022
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I currently have two students who are twin brothers with ASD in a 2nd grade gen ed classroom working on a nursery rhyme rap project. With support from their para they used the Beatbox app in Quaver to create a 4 beat beatbox pattern to perform while a third student is 'rapping' a nursery rhyme. MARKERS are used to help the brothers keep track of the sounds as they perform them and the backing track (TECHNOLOGY) within the app provides audible support to help the group stay on a consistent steady beat.
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+1
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Armando Loney Posts: 3
10/19/2022
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I have a student with a visual impairment. I have been able to provide large text assignments both in paper form as well as digital form (i.e. computer) to accommodate this student in class.
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+1
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Susan D Backus Posts: 3
10/19/2022
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When identifying an instrument by sound, I have a sheet with pictures of the instruments. Instead of the language impaired or non-verbal student having to speak or write what the instrument is, they can point to the instrument on the sheet. This way I know they can identify the instrument by look and sound. These things are more important than verbalizing it or having to read the word.
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+1
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