7/27/2023
Topic:
Students with Disabilities
Elizabeth Snyder
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I have a student with autism. She is overstimulated by the abundance of instrument and material options in my classroom as well as loud noises. I noticed that the colorful atmosphere in our music room affected her ability to focus on whole group instruction during our lessons. Throughout the year she came with a paraprofessional to help her with one on one (hand on hand for instrumental if needed). In addition, she was provided headphones to have available if feeling overstimulated by sound. I noticed that by keeping my routines consistent throughout the year, building a relationship and familiarity with this student, as well as using a variety of adaptations with instruments, she was able to be successful in participating in our lessons. She began to thrive in my classroom and participate in all activities. Her absolute favorite was dancing and following along using percussion instruments during our echo me activities. |
1/6/2024
Topic:
Tools and Strategies
Elizabeth Snyder
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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.
I use peer partners a lot in my elementary music classroom. For example, my fourth graders are learning how to play recorders. I have students partner up a lot to check each other's finger positioning of notes, left hand on top, covering of holes completely, etc. Students love helping each other and it's a great way to encourage each other's progress while holding each other accountable.
For cooperative learning, I have students create small groups during singing activities. Students then work together in individual circles and listen to each other to create a more understanding of teamwork, listening, and whole group sound.
Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have used technology to create color coded visual examples for my students that need a differentiated instruction. The colored note visuals substitute for the actual note to be played (for example note C is the color red). I usually create these adaptations using PowerPoint slides. I can have the colored notes be go up or down to represent the sound movement of the pitch as well as make them into shapes (for example, circle patterns) that can represent the rhythm to be followed/played by the student. |
1/6/2024
Topic:
Assessment of Learning
Elizabeth Snyder
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I would say that one of the most adaptive assessments that I have used in my classroom is the accommodation of more time. A student should not feel under pressure in my classroom. I want use as many adaptations as necessary to promote the learning of music while at the same time give extra time when encouraging assessment of those musical skills that are being developed.
Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
One of my favorite response card activities is to use whiteboards and playdough. I will have my student use the playdough on their board to manipulate the question that is given and they respond by manipulating the playdough with their response. It's a fun kinesthetic way to work on rhythms as well as treble clef review.
Another form of assessment that I use is exit tickets. I will have the theme of the lesson incorporated throughout and give a verbal assessment/question at the end of class when we are lined up and ready to go. This student loves to respond with the answer and remembers the theme. |