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John Parris Posts: 6
6/4/2016
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Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities: I had a student with Visual Impairment in my Music Theory class. For alternative assessments, we used special software to convert standard music notation into Braille music notation for some of his assignments and quizzes. I used verbal and aural methods for questioning and quizzes, rather than written ones.
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John Parris Posts: 6
6/5/2016
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Option 1 - provide describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom: I currently have a student with Orthopedic Impairment in my guitar class. He is only able to press down the notes with the first finger (index finger) on his left hand. Thus, he is only able to play one note at a time and cannot play chords or multi-voiced textures. Using Differentiated Instruction, I have him learn just the single-line melody notes of a solo piece (accompanied by a peer playing the additional notes), or just the single-line melody notes of an ensemble work so he can have a similar performance experience with the rest of the class.
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Joseph Galeczka Posts: 3
6/6/2016
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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.
-When I want to do a individual performance assessment of a section of music or a sight-reading example, instead of having students stand up individually and perform or do it in my office, I have them pull out their cell phones and use the voice recorder function. They will then precede to sing into the phone as a group, however the proximity of the phone to each students voice provides a clear individual performance. The students then email or text the recording to a email I had set up on Gmail for assessment. I have found this has been very effective with autistic students and students with other learning disabilities. It gives the students the security of performing with their peer and still provides me with the necessary information to make an individual assessment. Furthermore, these recordings allow me to chart student growth, and quickly and accurately monitor student comprehension with out having to "single" students out.
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Richard Ballinger Posts: 3
6/7/2016
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I had a student who played the violin that had an injury during a surgery that resulted in her having to wear a halo. With the brackets coming down to her shoulders, it was impossible for her to play the violin, so we switched her to cello and she modified the posture the best she could and became quite proficient and continued her progress. She enjoyed the challenge, but when the halo was finally removed, she returned to the violin. It was amazing to see how well she did. Recently, I had a student who injured their shoulder and was unable to play leading up to the concert. When it came to performing scale tests, I would have her do left hand only while I played to bow for her so that she could demonstrate the proper finger pattern (along with the comedy of violin, 2 hands, 2 people for the class).
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Cristina Ledford Posts: 3
6/7/2016
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I had a beginning trombone student who was injured in a car accident and wasn't going to be able to play for the remainder of the year. Because she wasn't able to play at all (use her hands), I moved her to bass drum but instead had her use the pedal bass off of a drum set. It made her feel important and in the process she verbally went over her trombone parts (naming notes, slide positions and speaking rhythms) to be able to keep up with her section.
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Sarah Hamilton Posts: 3
6/21/2016
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I had several students with autism spectrum disorders that experience extreme anxiety during performance assessments. The scale tests are normally timed, but for these students I would allow them to take extra time to perform. One student played all his scales perfectly, but it took him a significant amount of time between each of the 12 scales to collect his composure and be mentally ready to perform. This student was also allowed to take the test in my office without other students watching. He also needed to know exactly when he was going to be expected to perform, as scheduling changes caused him extreme anxiety. This student was a successful member of the band, served as a section leader in marching band, and ended up continuing in marching band in college.
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Jamie Broxson Posts: 3
6/22/2016
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I had two students who were visually impaired come through my program a few years ago. One student was considered legally blind and the other student had absolutely no ability to see. I worked with these students' vision teacher to provide my exams and quizzes to her ahead of time so that she could translate my exam into braille form for the students. Also, at times, I would read my tests aloud to the students and let them reply verbally.
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Lawrence Young Posts: 4
6/26/2016
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Administration could help encourage adapted assessment by keeping a resource folder an a teacher assessable drive that included testing resources like Kahoot.it and ProProfs Quiz Maker.
I use the adapted assessment pretest. I test all students to see where their music proficiency is when they arrive to me. I then create lesson and objectives the will get them to where they need to be in out band program.
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Brooke Hutto Posts: 3
6/27/2016
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Most recently, I had an SLD beginning band student who had extreme difficulties with remembering all of the pitches on his instrument which caused him performance anxiety. For the final exam all students were required to perform 4 of their major scales memorized. I adapted his assessment by having him write out the names of the pitches and the fingerings on his own for each scale, then had him reference this while he took his exam.
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Malissa Baker Posts: 3
7/3/2016
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Regarding a performance based adapted assessment, I require students to perform 4 examples to demonstrate mastery of the skill taught. This occurs in-class and on the assigned test day. For a particular student with an arm mobility disability and slow processing (orthopedic and intellectual disabilities), I only required the child to perform 2 examples, on separate days before/after school, and it was pre-arranged to give extended time. The student actually practiced very hard and would always do all 4 examples (with extended time.) Additionally the same child was given extended time for written assignments and reduced questions (still high level). I kept the reading passage on grade level (same content as other students) but the high-level questions were minimized and the child was allowed to type her answers due to her mobility challenges.
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Joseph Baker Posts: 3
7/5/2016
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I had a student who was an excellent auditory learner but had great difficulty in writing complete sentences and paragraph answers due to an orthopedic disability. As a result I created a modified assessment strategy that included auditory responses, multiple choice, and cloze passage answers. In addition, I modeled how to write effective sentence and paragraph answers. I provided the student with written examples and non-examples of how to write both of those types of answers When I gave an assessment to this student that included complete sentence or paragraph responses, they were allowed to take the assessment home to complete. I contacted the parent of each of these occasions to ensure that they were aware that their child would be finishing t the assessment at home.
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Brenda Hernandez Esquilin Posts: 3
7/11/2016
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For student with learning disabilities I adapted the assessments by reducing the number of items in the test, allow extra time to complete the test (before or after school), and the use of peer tutor to read and explain directions.
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Monty Musgrave Posts: 3
7/15/2016
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Recorded playing assessments (in lieu of live assessments) has been a toll I have used many times, and has been very successful for students requiring additional time.
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Natalie Netterville Posts: 3
7/16/2016
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- Option 1 - I had a student who had a disease that caused her to miss a lot of school, though she was never considered hospital/homebound. She played trumpet, but her range and embouchure suffered because she didn't have a lot of fact time with the instrument. She could review her music at home to learn the notes and rhythms, so or her tests, I had her sing and finger on her trumpet.
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George Netterville Posts: 3
7/16/2016
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Option 1: For students who have severe performance anxiety, I allow them to take the test in a non group setting if the group setting is too much for them to bare.
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Manning Hicks Posts: 3
7/20/2016
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For a student in band who has a reading speed recognition deficit reading music for weekly playing assessments was probleming if he was required to read and play at the given tempo markings. He was allowed to set his own tempo when being assessed. I guess that would be the equivalent of a time accommodation.
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Jordan Wood Posts: 3
7/22/2016
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I had a student who needed a great deal more time and quiet to play their part of a duet for beginning guitar. I allowed the student to work in a practice room on their own during class practice time and come play their test with me as the duet partner in order to ease their stress and allow for a higher chance of success.
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Melissa Zulueta Posts: 4
7/26/2016
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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.
When I taught music theory courses, I had a few gifted autistic musicians that needed extra time to go through their process to complete exams. I would give them unlimited time and a quiet space to complete the exam. I made sure to make this a routine, and as time passed on, they became less anxious and started to perform better and it showed in their scores! Sometimes, students need a little extra time. In giving that time, I was able to see it made all the difference between a frustrated student and a happy student learning!
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Lauren Benzel Posts: 3
7/28/2016
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
*I give extended time to students with that accomodation on their IEP/504.
*I have printed large print assessments for at least 3 visually impaired students I've had over the years.
*I asked a 6th grade beginning chorus blind student to demonstrate accuracy of pitch through pitch echos instead of sight-reading.
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jennifer corzine Posts: 3
7/30/2016
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I had a student with autism who was extremely anxious about taking our weekly playing test in band. He couldn't focus on the music, and he became very agitated when playing in front of his fellow classmates. If I had the opportunity to work with this student again, I would do two things to help make the evaluation process more comfortable for him. First, I would use a card with a cut out window to enable me to isolate the one or two lines of music he would be playing. I think that would help him to focus his attention. Secondly, I would hold this student after class or let him come in at another time, to allow him to play without anyone watching. I think this student would benefit greatly if I utilized these options.
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