5/22/2025
Topic:
Students with Disabilities
Caron Prisby
|
I had a student in a wheelchair that could not use his arms. He was extremely bright, so I had to come up with accommodations for playing the instruments. We had a special mallet just for him to use and he could play glockenspiels, drums, and harmonica when we were playing the recorder. It made him proud to be able to contribute to class activities other than singing. |
5/27/2025
Topic:
Assessment of Learning
Caron Prisby
|
Administrator wrote:
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.
|
5/27/2025
Topic:
Assessment of Learning
Caron Prisby
|
Administrator wrote:
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.
|
5/27/2025
Topic:
Assessment of Learning
Caron Prisby
|
I had a student with a vision disability. I always put the student right up front and had a student to partner with them. I would blow up music so they could read when we were singing or playing the instruments. When playing the recorder, the student again was given the music blown up so they could read it. For assessments I would take them aside and test separately to accommodate their disability. |
5/27/2025
Topic:
Students with Disabilities
Caron Prisby
|
I currently have a second-grade boy who has autism and cannot sit still. He wanders around the room, which I allow but he gets into all of the instruments while I am teaching a lesson. It is very distracting; therefore, I began to set up boundaries to help him understand what acceptable behavior was expected. I am continually working to engage him in the lessons, and at one point in time he had an assistant which made class much easier but with funding the assistance was cut. |
5/28/2025
Topic:
Tools and Strategies
Caron Prisby
|
The 2 strategies I could use in my classroom would be cooperative learning and peer partners. though both are similar, a student who struggles on a recorder can feel better working in a group because it can increase their participation. I have used peer partners in my classroom for assessments. I feel struggling recorder players would benefit with a peer partner. Peers often learn simultaneously, with the teaching peer modeling the task first, and then supporting their partner. |
5/28/2025
Topic:
Assessment of Learning
Caron Prisby
|
The alternative assessments are ongoing performance assessments that I as the teacher am circling around the room when playing on the instruments to help engage the students that are struggling. An easy assessment is an exit ticket and peer assessing. Students can learn so much from their peers. |