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8/4/2025 Topic: Assessment of Learning willyxie Posts: 2	willyxie Posts: 2 Topic: Assessment of Learning When Harmony learned about it, Brick immediately contacted the manufacturer and reserved the last available spot to get the BBW sex doll. And he didn’t fail.

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7/17/2025 Topic: Students with Disabilities Serafima Sokolov Posts: 1	Serafima Sokolov Posts: 1 Topic: Students with Disabilities One particular student I have has Down Syndrome with a Speech Impairment amongst other known disabilities. She comes to mind as she is a gem to have in art class and I just want her to succeed and find joy in my class. Her disabilities make it difficult for her to communicate what she needs. Although I rarely do step by step guided drawings or projects with her class, it can also be a challenge to do such projects with her especially. Other than giving her open ended projects with her choice of materials, I make sure that she has the right tools to complete her project, such as thicker crayons, pencils or brushes when smaller ones may be uncomfortable for her to use. To accommodate her speech impairment, I have a communication board, although I would like to improve on this method for art classroom needs.

7/15/2025 Topic: Students with Disabilities Ternence Posts: 2	Ternence Posts: 2 Topic: Students with Disabilities Remember to match your lubricant to your small breast sex doll’s material, avoid harsh chemicals, and clean thoroughly after use. With the right approach, lubrication becomes more than a necessity—it becomes part of the ritual, enhancing the realism, intimacy, and pleasure of every moment you spend with your companion. Take the time to choose wisely, apply carefully, and you’ll enjoy every experience to the fullest.

6/26/2025 Topic: Students with Disabilities rivka8lyw Posts: 1	rivka8lyw Posts: 1 Topic: Students with Disabilities Medical-grade torso sex dolls are innovating in the field of elderly care. The models certified by the Japan Nursing Association are equipped with biofeedback sensors that can monitor the user's heart rate and stress value. The advanced version of the granny sex doll integrates a temperature massage system, and 8 sets of medical-grade carbon fiber heating units accurately correspond to the common pain areas of the elderly. The most groundbreaking is the Parkinson's adaptation design, which widens the pelvic support surface and non-slip skin texture, so that people with limited mobility can also use it safely, which marks the transformation of adult products to aging-friendly technology. edited by rivka8lyw on 6/26/2025

6/12/2025 Topic: Assessment of Learning Milton Threadcraft III Posts: 3	Milton Threadcraft III Posts: 3 Topic: Assessment of Learning Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities. Two examples of adapted assessments I’ve successfully used in my music classroom involved a unit on rhythm and form for upper elementary students (intermediate-3rd thru 5th grades). One student had a visual impairment and a processing disorder, which made traditional notation reading and written assessments inaccessible. In alignment with UDL principles, I designed the assessment to include multiple pathways for demonstrating understanding. Instead of relying solely on visual sheet music, I used color-coded rhythm cards with raised textures, audio recordings (YouTube) of rhythmic examples, and guided verbal instruction. This allowed the student to access the content through tactile and auditory formats. Rather than requiring written notation or paper-based tests, I provided students with a choice: they could clap or tap back rhythmic patterns, build rhythms with printed manipulatives, or use a music app to create and record a short rhythmic compositions. The student with a disability chose to construct a rhythm sequence using large-print cards and then performed it using a hand drum, with guided audio support. Moving forward, in order to maintain motivation and support developmental appropriateness, I will incorporate a “choice showcase” at the end of the lesson, where students can select how they want to share their learning—by performing a short rhythm for a partner, creating a short movement sequence to match a rhythm, or selecting a classroom instrument to demonstrate a learned pattern. I would adapt this assessment by replacing the traditional written reflection with a "musical mood meter", which can be a simple chart with expressive icons representing different musical feelings (energized, calm, proud, confused, etc.). Students can then identify their emotional response after the lesson and could optionally explain why, using their own words and/or drawings. The prioritization of fairness in assessments provides new avenues to obtain valuable insight into both student emotional engagement and readiness for self-assessment, while ensuring that even students with limited language or writing abilities can participate meaningfully in reflective learning.

6/12/2025 Topic: Tools and Strategies Milton Threadcraft III Posts: 3	Milton Threadcraft III Posts: 3 Topic: Tools and Strategies 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. It was hard to narrow down to just two strategies despite recognizing some notable ones already being implemented. But the following three seem to complement each other and could have immediate impact in my classroom. Three strategies I could incorporate more are tiered lessons, cubing, and flexible grouping—each designed to further differentiate instruction and support the diverse needs of learners, including those with disabilities. Tiered lessons would allow students to work toward the same learning objective while engaging with content at varying levels of complexity and support. For example, in a lesson focused on rhythmic patterns, I might design three tiers: one for students reading and performing standard notation, another using color-coded or simplified rhythms, and a third using body percussion or rhythm composition tools on a digital platform. A student with ADHD or a processing disorder could participate meaningfully in a tier that matches their current skill level, allowing them to feel both included and challenged. Cubing could be used to invite students to explore a musical concept, such as melody or mood, from six distinct perspectives using prompts like Describe it, Compare it, Apply it, Analyze it, Associate it, and Illustrate it. This strategy encourages critical thinking and offers flexible access points. For students with learning disabilities, I might modify the cube with visuals or simplified language. More advanced learners could extend their thinking through written responses or creative presentations. Cubing fosters deeper engagement and varied forms of expression. Flexible grouping would allow students to work in varied configurations based on readiness, interest, or learning style. For a student with a health impairment that limits energy or social interaction, I might pair them with empathetic peers in a calm, small-group setting or offer independent work with periodic check-ins. This approach reduces pressure while maintaining social inclusion and engagement in collaborative music-making on the student's own terms. Together, I believe these strategies would promote equity, access, and meaningful participation from a higher percentage of students across grade levels. Increasing the use of strategies like these ensures that all students, including those with disabilities, can thrive in the music classroom through thoughtful differentiation and responsive teaching.

6/4/2025 Topic: Assessment of Learning Tracy Co Posts: 3	Tracy Co Posts: 3 Topic: Assessment of Learning I have taught several autistic children. One particular boy did not speak. When assessing him, he would be given more time to answer the question and be given pictures to point to as appropriate. Additionally, observation was a big part of his assessments. I would observe to see that he appeared to understand by demonstrating or participating with what was being taught such as a Jewish folk dance or recorders being played. He surprised me and would participate in just about everything we did.

6/4/2025 Topic: Tools and Strategies Tracy Co Posts: 3	Tracy Co Posts: 3 Topic: Tools and Strategies When doing a program or performances, we use peer partners to help with solidifying parts with students who have disabilities or others who may just have difficulties learning them. Additionally, when students play an instrument such as a keyboard, we use iPads to help to remember the chords, to play the chords, to spell out the chords and to help in rhythms. We use simple programs such as Onsong and Chordify. We have seen improvements and success by using these simple tools.

6/3/2025 Topic: Students with Disabilities Tracy Co Posts: 3	Tracy Co Posts: 3 Topic: Students with Disabilities There is a student who had profound stuttering problem. He had difficulties talking in front of the class and participating verbally. Our high expectations continued for him throughout his learning and time with us. We would require the same participation as we did with everyone else. We would be patient with his speaking abilities and encourage him with opportunities for practice, coaching, and breathing techniques. He is now singing in our ensemble on stage and doing performances in theater. We are so proud of his growth and accomplishments!

5/28/2025 Topic: Assessment of Learning Caron Prisby Posts: 7	Caron Prisby Posts: 7 Topic: Assessment of Learning 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.

5/28/2025 Topic: Tools and Strategies Caron Prisby Posts: 7	Caron Prisby Posts: 7 Topic: Tools and Strategies 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.

5/27/2025 Topic: Students with Disabilities Caron Prisby Posts: 7	Caron Prisby Posts: 7 Topic: Students with Disabilities 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.

5/27/2025 Topic: Assessment of Learning Caron Prisby Posts: 7	Caron Prisby Posts: 7 Topic: Assessment of Learning 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: Assessment of Learning Caron Prisby Posts: 7	Caron Prisby Posts: 7 Topic: Assessment of Learning 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 Posts: 7	Caron Prisby Posts: 7 Topic: Assessment of Learning 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.

5/26/2025 Topic: Students with Disabilities Milton Threadcraft III Posts: 3	Milton Threadcraft III Posts: 3 Topic: Students with Disabilities One student I taught had a medical condition that required an exposed port for treatments, which limited her mobility, energy, and proximity to peers. In general music, movement is essential—whether it’s walking the form of a song, clapping or stepping out complex rhythmic patterns, or using gesture to support memory and lyric learning. For her, I adapted these activities by offering seated movements, finger tapping, scarf motions, or conducting gestures instead of full-body movement. When peers were involved, we used mirrored or call-and-response setups to maintain social interaction without physical contact. These simple but intentional adjustments ensured she remained musically engaged and included.

5/22/2025 Topic: Students with Disabilities Caron Prisby Posts: 7	Caron Prisby Posts: 7 Topic: Students with Disabilities 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.

4/30/2025 Topic: Assessment of Learning Mavy Torres Posts: 3	Mavy Torres Posts: 3 Topic: Assessment of Learning I will be incorporating two key strategies to assess student understanding. First, I will use response cards in small groups to gauge their knowledge, allowing me to identify and address any gaps in their learning. Additionally, I will implement exit cards to evaluate overall comprehension at the end of the day. These assessments will provide valuable data, helping me make informed adjustments to future lessons to better support student success.

4/30/2025 Topic: Tools and Strategies Mavy Torres Posts: 3	Mavy Torres Posts: 3 Topic: Tools and Strategies Our school offers an e-book for art, designed to support students of all learning styles. These e-books provide accessibility features such as adjustable text size, text-to-speech functionality, and the flexibility for students to progress at their own pace. To deepen their understanding of each chapter, I provide guided notes, which students use to engage with the subject matter and reinforce their knowledge. Additionally, I incorporate graphic organizers to enhance vocabulary learning. One effective strategy I use is Semantic Maps. When studying the elements of art, students can add each element of art to the map and personalize it by including their own examples. They may illustrate concepts through drawings or attach printed images to represent their interpretations, fostering a hands-on and interactive learning experience.

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