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Paulette Tomlinson Posts: 3
6/1/2016
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I once taught a student in band with a visual impairment. We loaded PDFs of her band music onto a large tablet so that she could zoom in on the music if she needed it to be bigger. She also used her own stand so that she would not have to share with another student (though the others got very jealous of her super cool gadget!). It worked great. I know now that there are actual music stands made for this type of thing - I saw a violinist in the Chicago Symphony Orchestra using one when I attended a concert last December.
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Jennifer Haber Posts: 3
6/1/2016
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
The majority of my assessments are student demonstration of learning the required skill. I allow students who need to, take the test privately. Other students take the assessment in front of their peers, who make sure that they encourage each member of the class. For written assessments, I allow students who are ESE or ELL to use their notes.
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Lee Commander Posts: 3
6/3/2016
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In my first three years of teaching I worked at a school that happened to also be the district hub for students who were deaf and hard of hearing. As a result of that I had a young lady who was placed in my class. She was involved in the band and often had a hard time hearing in general and early on she was showing signs of frustration because of this issue. As a means of modification we developed a system of non-verbal signals that we used as an entire class so that she could express her needs without feeling like she was getting special attention. It is important to note that she was very shy and uncomfortable receiving special attention. Additionally, I would make sure to look her way when giving specific instructions so that she was able to read my lips. Lastly, she was assigned with a buddy of her choice. The buddy was located immediately to her right (her better working ear) and would relay any missed information to her if specifically asked by the student who is D/HH.
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John Parris Posts: 6
6/4/2016
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Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student: I had a student in my Music Theory class that had D/HH in both ears, but especially in her left ear. I had her sit in the very front of the class on the extreme left end of the row, so she could hear instruction more clearly through her right ear. I also had her wear headphones for listening exercises, where she could control the volume and balance of the musical examples we were studying.
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John Parris Posts: 6
6/4/2016
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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 a student with a disabilities needs.
No. 1: I had a student with an Intellectual Disability in my Guitar class. I often used Chaining with him, breaking the guitar ensemble parts into smaller steps and providing additional learning time. I would break his music down literally into partial measures or sometimes even just one beat or one note. When he mastered that, we would add the next beat or note. I also used peer partners to help him in this way. It was a slow process but he was able to learn the music and participate in performances along with the rest of the class. No. 2: 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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John Parris Posts: 6
6/4/2016
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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: I had a Visually Impaired student that was completely blind but an exceptionally talented musician. We used a special computer software that translated standard music notation into Braille music notation. This allowed him to read the music along with the rest of the class and be exposed to the same material and expectations.
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Joseph Galeczka Posts: 3
6/5/2016
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Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student:
-I have a student who is legally blind and albino. While he does have some vision, seeing things from a distance and on the board can be a challenge. He is both in my chorus and Music Theory class. In Theory I allow the student to sit at my desk when I giving notes on the board. This gives him a sense of being "cool" because he gets to sit at the teachers desk instead of at a regular desk while at the same time gives him the appropriate proximity to read the board. I always have to remember to use only black markers (I like to use different colors on the board) so he can read it. He is unable to see the lighter markers. In my chorus class I use a data projector to display music for sight-singing. This student is unable to see the contrast on the screen. As a result, I always remember to have a print out of the exercise for him which he has no issue seeing.
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Cristina Ledford Posts: 3
6/6/2016
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| 1) Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student: |
I recall many times when I have had a band student with a disability. This one particular student that comes to mind had a TBI (Traumatic Brain Injury). His was also quite evident. Half of his skull was caved in and sometimes he couldn't speak. When we first met, he informed me that he didn't want the other students to make fun of the shape of his head so I told him that wearing a hat would be acceptable on any day that he would like to wear it. This made him comfortable around me immediately and then he began expressing his hope of playing in the percussion section. Every few minutes or so his eyes would close and he would begin to slur his speech. I told him that we would try him on the bass drum to start and progressively work our way around the percussion section and I informed him that this is a normal way for the section to function, so that everyone gets a turn. I assigned him a peer tutor, who stood behind him to help him recover his part when he felt like he was going to slip. The student was also allowed to sit for extended breaks, put his head down when a headache was coming on, or simply not participate if he was having a bad day and all without penalty.
2) Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom: I frequently would simplify the music for a student's part by re-writing it out on an overhead projector if the part was too challenging. The other students were not bothered by this and it helped this particular student keep up with the class at his own pace.
3) 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 a student with a disabilities needs.
1) Orthopedic impairment - due to this student's TBI (traumatic brain injury), I was able to differentiate his instruction by simplifying or rewriting his part to make it more accommodating to him. When he would get frustrated, I would move to the back of the room and he would explain that the rhythms were moving too fast for him. It was a simple fix to just remove some of the 8th notes and keep it very basic. It didn't affect the band at all and he would leave happy!
2) Visual impairment - I have had several visually impaired students in my Music World class. These students benefitted greatly just by sitting close to the front, and having a copy of anything that I put on the board. Providing large projections of vocabulary words and pictures of composers and instruments were essential to their success. I also allowed them to use their cell phones to take pictures of anything that was on the board.
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Richard Ballinger Posts: 3
6/6/2016
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I have had many students with various physical and intellectual disabilities that could have impeded their progress over the years. One that I had not too long ago had a birth defect that left her with partially deformed fingers on both her hands. She was missing a large portion of her ring finger, and her middle finger and pointer fingers were a little bit short, and her right hand had other parts of fingers missing. We worked to modify her bow hold and fingering to accommodate her hand shape as well as teaching shifting early on so that she could catch play certain passages easier. She did a great job and was actually one of our highest achieving musicians by the time she graduated 8th grade. I have also had students with some hearing difficulties, visual difficulties, and other learning disabilities. But with modifications of instruction and a little thought, we've always been able to find success.
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Benjamin Adams Posts: 3
6/12/2016
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I have a student who is on the autism spectrum. He is a great french horn player, but can get excited very easily about the emotion of the music. As a horn player, you can imagine that sometimes his powerful playing can be a little much. When faced with a situation such as this, I use a number system on a scale of 1 to 5 to let him know how loud I would like him to play. This seems to be much more effective than telling him to always play softer. In some cases, I prefer to talk to him one-on-one about the situation so that he doesn't feel embarrassed. Socially, he can easily shut down if you show him disapproval. I think the most important strategy with him is to always remind him that I'm on his side, and I value his love for music. It's my job to show him how to harness and manage that power.
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Heather Lundahl Posts: 3
6/14/2016
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Administrator wrote:
Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
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Heather Lundahl Posts: 3
6/14/2016
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I am currently teaching a middle school student in band with a hearing impairment. Her speech is also affected. It is hard for her to hear my directions so we use a microphone that I wear around my neck and she wears as well. During class, if students are playing and I need to talk to her, I have to make sure we are both making eye contact so that she can read my lips as well and hear what she can. She is very hard working and understands that she has to work harder to be successful which makes it a lot easier.
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Heather Lundahl Posts: 3
6/14/2016
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I currently use differentiated instruction in my band class through a passoff system that allows students to move at their own rate of understanding. This system also uses judicious review as well as scaffolding and works well not only for students with disabilities but for everyone involved so nobody feels out of place.
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Jamie Broxson Posts: 3
6/21/2016
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I taught a young man who dealt with a moderate to severe ASD. This young man had an uncanny ability to match pitch and learn tunes by ear. The greatest challenge was the difficulty he has with certain noises and sensory issues. We paired him up with two other young men who did a tremendous job helping to keep him focused, on-task, and engaged. These student partners helped him as we came on and off stage during performances. I think the young man dealing with ASD had a greater positive impact on my students without disabilities than they had on him!! It was a wonderful experience for all of us.
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Shawn Barat Posts: 1
6/22/2016
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I have taught many students on the Autism Spectrum in band over the years and most have done very well in the structured environment of the band rehearsal. In addition, music is, for many, their strength. It is almost always a wonderful relationship for everyone.
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Melissa Zulueta Posts: 4
6/23/2016
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Over the years I have worked with many students that have had orthopedic impairments (OI). From bowed legs to MS. I have been able to work with students in creative ways to allow them to be part of a group they never thought they could be part of. I found building a relationship with the student and letting them know you are not going to laugh or let anyone else laugh at them is the biggest game changer. The student with the bowed legs gained confidence in his leadership skills and won over the band as one of the best drum majors I have ever seen. The student with MS used their intellect and worked beyond their impairment to create amazing compositions the band performed in the yearly winter and spring concerts. Their "disability" allowed everyone to see and experience there is more than meets the eye!
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Melissa Zulueta Posts: 4
6/23/2016
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Hi Shawn! I can relate to your experience with having students with ASD in the band room. They bring another element to rehearsals that allow all of us to see and hear in a different way. Shawn Barat wrote:
I have taught many students on the Autism Spectrum in band over the years and most have done very well in the structured environment of the band rehearsal. In addition, music is, for many, their strength. It is almost always a wonderful relationship for everyone.
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Lawrence Young Posts: 4
6/23/2016
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Two ways that feel the district and/or administration can help encourage the use of Explicit and Intensive instruction are:
1) Create an art gallery opportunity for students to display graphic organizers that they create during art classes. These organizers can contain information the they learned in a drama or music class.
2) Use elements of instructional design to help students understand the ultimate goal of their IEP
In my classroom I could:
1. Use "Big Idea" to help students organize musical elements in order of importance when developing sight reading skills.
2. Use elements Conspicuous Strategies to assess a students ability to sight read.
I have used technology in my classroom by allowing student to use Tuning and Metronome apps in class as well as encourage them to you the at home during their practice time.
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Lawrence Young Posts: 4
6/23/2016
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Administrator wrote:
Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
I had a student who had some physical disabilities that joined the marching band. We were able to assist that student by building some addition padding to his instrument. This addition made his instrument adaptable to his physical limitations. We also gradually introduced him to marching with the instrument. He start by being able to hold it 2 minutes. The next day he was asked to hold it for 4 minutes. we continued this process until he was able to hold it for any required amount of time.
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Brooke Hutto Posts: 3
6/27/2016
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A few years ago I had a beginning band student who was autistic. He did have a para with him in class every day which did help with transitioning him between classes and assisting with in class work. I ended up assigning him to euphonium, which he did incredibly well on. He had modifications made to his parts. While other students would work on all-state pattern scales, he would focus on identifying the correct note names and fingerings as well as playing each note as a whole or half note instead of quarter/eighth pattern. He also had modified written theory tests, his tests were limited to one or two examples for each standard/topic instead of longer examples.
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