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Christina Torrez Posts: 3
8/30/2016
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I have a student who is in fourth grade. His name is Samuel. Samuel has a speech impairment as well as other health impairments. He has a one on one para who travels with him to his specials classes and he uses an iPad to communicate. Samuel does as he is told and is usually on task. It does take some encouragement to have him participate in hand signs or playing instruments. I did learn that he loves movement activities. Last week I used the parachute to demonstrate the form for William Tell Overture. Samuel practiced the motions in his seat and was very excited to hear the music. It was like he was a different student. When we actually went to the parachute he listened and had so much fun using the parachute. He doesn’t let his disability hinder him in class. You can tell that he really enjoys music and loved moving around instead of just sitting and using instruments.
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Richard Mousseau Posts: 5
9/13/2016
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I had a student that was autistic, and was unable to stay focused in music. I had a classroom buddy that the student got along with and had the student act as a mentor to the student that was autistic.
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Kate Nadolny Posts: 6
9/28/2016
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My student, I'll call him Bo for this response, is autistic and sometimes can have mood swings. When I first met Bo last year, he was very adamant to not participate in my class and would sometimes have emotional breakdowns during class. Throughout the year, I would encourage him to be a part of the class in his own way. So, if he felt like participating, he would and if he didn't, Bo was allowed to sit off to the side. I needed to gain his trust. By the end of the year, Bo was participating in class and really taking the lessons we were learning. This year, Bo always comes to class ready to learn and listen. Sometimes, he will repeat words, but I wouldn't go so far to say he has echolalia. When we go to the instruments, I always set his class (6 other students also with autism) at tables with glockenspiels at them, that way they are not on the ground and they have space around themselves. Bo is always by himself with a glockenspiel. I was teaching them the C Pentatonic scale (where we would remove the keys and play) and at the end of class, I instructed them to put back the "burgers and fries" or B and F. I walked over to Bo and was about to instruct him on where to put B and F. He was putting the keys back in the right place, but was also saying "Fa! Fa! Fa!," when replacing F and "Ti! Ti! Ti!," when replacing B. I was not expecting this. When I realized he had corresponded the full solfege scale to these individual notes, I went through the C Major scale and he knew what note deserved what syllable and tried to do the hand signs! What an amazing moment! I'm currently trying to see if we can work out 15 minute piano lessons during the day to have as a reward for him and to foster his learning.
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Meaghan W Posts: 3
10/1/2016
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I currently teach a student that is EMH. The student is usually well behaved in music class. He has toileting issues, so we have to make sure he uses the restroom during class. He is currently in first grade. When we played the Orff instruments this week, I made sure to pair him with a peer who would work well with him. I also try to check in with him throughout the lesson to ensure that he is grasping the concepts that I am teaching.
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Karen Lusk Posts: 1
10/5/2016
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I currently teach at a center school in which all students have a disability.
I am currently teaching my students to play boomwhackers. I have modified the music so that it is easier for my students to play without having to read music. The music is color coded in blocks; one block per beat. The note letter is in the colored block for some of my classes and not in other classes. This allows the students success regardless of their ability to read notation.
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Elizabeth Bricknell Posts: 2
10/14/2016
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I have several students with Intellectual and Behavioral Disabilities and I find ways to uncover their strengths in the music classroom and make my room a positive space for them. I also have a Gifted student who does not like to perform in any way (singing, dance, instruments) but loves music centers and worksheets. I had a lot of behavior problems from him before we sat and had a one on one discussion on how I can meet his needs in the class. We now have an agreement. He understands that there will be some required performance activities in my class but I have incorporated many tasks that he is able to choose from as an incentive for his positive behavior and participation.
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Mick Burns Posts: 6
10/17/2016
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I teach in a very large elementary school with a nice amount of students who have special needs, including four self-contained classes, teaching all sorts of students form those that have an intellectual disability, to behavior, to even students whom are deaf. I’d like t to talk more about my students in inclusion classes though whom have learning disabilities. I notice (in general) that these students don’t comprehend the music vocabulary as well as other students and don’t know how to use the words. For instance, when I do listening logs with my 5th graders and I ask them to tell me if they like or dislike the piece using musical language, most of the class usually are usually able to comprehend and write something. My students with learning disabilities typically take much longer, and their writing often doesn’t show an understanding, or shows an incorrect use. The same holds true in other non-performance based assessments, where comprehension is tested. I am working on using the vocabulary more often, writing it down, having students say the words, and generally making them part of the language we use. I also give any student as much time as they need on assignments in class, as I understand that it takes them more time to process and give information. I'm also trying to cut down on the amount of writing, as many students understand, but they just have a hard time getting it out. I'm continually learning and growing with how to help students with learning disabilities.
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MsMusic3 Posts: 3
10/24/2016
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Over the years, I have taught a great number of students with disabilities. One student whose disability affected learning in my classroom was blind. Although this student had this disability, I was able to make accommodations to help that student be successful in music. Although the accommodations I made were numerous, one such action I took included having that student work with a partner each week - along with the student specific paraprofessional. This helped the student with social skills as well as musicianship. Another action I took was to have one of our student textbooks modified so that each page contained Braille so the student could read and sing along with the rest of the class. One more action I took was to change the way assessments were conducted for that student. Instead of circling answers on a worksheet, I would have the student whisper the answer choice to me and I would circle it on the worksheet. This student loved and was so successful at making music that the student ended up being a member of our school's chorus! I believe that teachers should use every strategy they can to help students succeed!
edited by MsMusic3 on 10/24/2016
edited by MsMusic3 on 10/24/2016
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Katrina Willis Posts: 1
10/31/2016
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I taught a blind student last school year that was in a general fourth grade class. We did a lot of echoing; so I would say/play a rhythm and he would say/play it back. When playing the instruments, I would have him touch the instrument to feel its characteristics and I would explain what the instrument does/how it works to him. He was a very good listener that loved playing and learning about music.
edited by Katrina Willis on 10/31/2016
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Mrs. Gina Mobley Posts: 2
11/16/2016
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I taught a self contained class of 8 students with autism, although they varied from highly functioning to very limited speech and body control. My goal was to sing a piece with a simple orff accompaniment. The main goal of the lesson was to stay on the same beat, beginning and ending together. Each student was assigned either a barred instrument, a singer, drum, or triangle. The barred instruments played a simple half note bordun with either one or two hands (depending on their ability), the drums played a more difficult eighth note and quarter note pattern, the triangle only played in the middle and at the end. Some students were paired with a para profession to keep our group going.
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Jennifer Jones Posts: 3
11/21/2016
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I used to teach a self contained class of autistic students, ages 5-7. They came to my music class with two paras. Most were non-vocal. I followed the same routine for every class: Hello song, singing, playing instruments, movement and good-bye song. I create a board with each element of the class listed. I (or a student) would put a "happy face" after we had completed each element. I noticed after several months of class that some students started to participate in the Hello song; they would be able to sing back to me "My name is ......" That was great! Most could play simple rhythm instruments...some with help. Most would not sing, but we kept trying! Most would also move to music with scarves. A few students "came to life" during movement time. They loved responding to music with movement. A lot of the time it felt like we were taking such baby steps, but each new engagement was extremely rewarding.
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Patrick Gulick Posts: 3
11/26/2016
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Currently I teach a self contained class of ten students with varying disabilities. Having everyone at once greatly affects the lesson and how the content will be taught or performed. Three paras accompany the students and are very helpful with participation and answering any of my questions. They all love singing so we sing often; Yankee Doodle, John Jacob Jingle... Movement is the next best thing we can do in terms of participation. Five of the 10 can stand on their own and move along while the others need help. Again, the enthusiasm to participate is there but modifications need to be made for everyone to be comfortable. Songs where motions can be done while still while still being seated is what I look for and teach the most. Last week we all kearned Skinnamarink and they loved it. I have a feeling we are going to be doing that one often.
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Ruth Pippin Posts: 3
12/7/2016
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I taught a class of preschool exceptional students for several years. Music was a large part of our curriculum because it lead to self expressive and was engaging. I had a student whose primary exceptionality was hearing impaired. In addition he was nonverbal, ADHD and was just learning some signs. I taught the new songs to the class using an assistive listening device for which I wore the mic and the student received stronger input through earphones. I know sign language which allowed me to sign while singing with the students. Often props were used such as pictures or stuffed animals to make the song more visual. I allowed my hearing impaired student, as well as his classmates, to often hold up the picture or prop on cue to allow for involvement. Keeping the students on their feet and moving helped keep them engaged.
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Anielka Silva Posts: 3
12/27/2016
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I currently have a first grade student who has a physical and visual impairment. He loves coming to music, is always engaged, and is always willing to participate. He is in a wheel chair with a detachable tray that is removed whenever we do activities where we are moving. I move around with him and he loves participating in our guided movement activities. He uses his tray to place any instruments or writing tools if we are writing or drawing anything in music class. His classmates do a great job including him and seeing beyond his impairments. His joyful spirit puts a smile on my face and seeing his response to music and successfully completing assessments is definitely a worthwhile teaching experience!
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Staci Pendry Posts: 3
1/3/2017
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I have a student who is hard of hearing. He would come in and sit in the back with their classroom assistant and not participate in my music lessons. I hated seeing him not involved. I got an external pair of speakers and attached them to my smart board. When the music came on I had him place his hand on the sub-woofers. He could feel the beat vibrating the speaker as the song played. I have never seen him smile so big. He was able to take the mallet and keep time on the drum by feeling the pulse in the speaker. I got my camera out and took a picture. It inspires me every day to NEVER let any child slip between my fingers, no matter who they are or what the system has defined them as. EVERY child can succeed.
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Jennifer Edelblute Posts: 3
1/3/2017
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I currently teach a student who suffered several strokes just after birth. She is disabled on one side of her body. Her left hand and leg work however there is delay and her arm is very stiff. When we play instruments or do movement activities I encourage her to use as much of her range of motion as she can, however she and I have a non-verbal system of communication established. When an activity is going to push her past her abilities I give her a modified movement. As she gets older and the curriculum gets more involved the differentiation is also more deliberate. As a kindergartner and first grader the mobility required to play melodic instruments is not as intense as it will be when she is a fourth or fifth grader.
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Teresa Riley Posts: 3
1/17/2017
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I currently teach four kindergarten/first grade students from a self-contained classroom who are integrated with a first grade classroom when they come to specials. Disabilities include ASD, DD, E/BD, IND, LI, OI,SI, and VI. They come to class with an aide who will assist with these individual students, particularly when doing written work, working in small groups, doing movement activities, and playing instruments. I have all four students sitting between strong singers, with my visually impaired student sitting closest to the board. My OI student also has modified movements for when we do movement activities. I also present the material in a variety of ways primarily for my LD students, but also to benefit the entire class.
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John Wall Posts: 3
1/18/2017
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I have students who come to my music room with multiple and different abilities and conditions. Some are ASD, some are visually impaired. They come together with a Paraprofessional who assists them and helps them with behavior monitoring. I have done things such as use larger print or pictures during a lesson for the visually impaired. For those with ASD, I try to service the moment. If they are getting too much stimuli, I try to either slow the pace or move to something more calming. Sometimes I have to let the para take them back when they feel they have experienced all they can. I love my ESE/SWD students. I will sometimes go back and dance with them or sing to them and they laugh at me. We have a good relationship.
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Stacey Smith Posts: 3
1/21/2017
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With my current student who is in a wheelchair and can't use her feet or hands, we were doing a dance lesson that included using the whole body. Well, when it was time for her to do the activity, I and the other paraprofessionals got down on our knees and did the dance at her level but we included her by using long scarves that we loosely tied to her arms at about elbow length. One of the other paraprofessionals pushed her wheelchair to match the moves and she was smiling ear to ear.
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Natalie Epstein Posts: 2
1/30/2017
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In one of my classes I have had a student who is autistic and is very sensitive to sound. I would always make sure that any musical examples that I played were a little softer than I usually would. One day I dug out some headphones for him to use to cover his ears when it was appropriate and this was great. When we would play drums as a class, it would get very loud and overwhelming for him, so whenever possible I tried to keep the music that we were playing short and to provide him with some "quiet" breaks in-between. Sometimes I would just have the class play quietly as well, when possible.
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