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Sherri Broadway Posts: 3
7/18/2019
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For the past two years I have had the privilege of working with a young man that has a special breathing tube in his neck. This of course drastically affects his speech. One accommodation that I have given him is more time to complete assignments. I spend extra time reviewing with his class and practicing concepts. When it comes time to assess his singing or playing, I allot more time for him so that he can calm his nerves, take slow, deep breaths, and be successful. I believe one assessment accommodation that could benefit this young man is a response card. For response cards I would like to make some for tempo, for example a turtle for a slow tempo and a rabbit for a fast tempo. For dynamics I could make an elephant for the students to hold when the music is loud, and a bunny for the students to hold during the soft music. This way the young man I mentioned would not even have to speak. He could hold up a response card to answer my question. I think this accommodation would boost his confidence and success level as well.
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Brianna Moyer Posts: 3
7/20/2019
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A few years ago, I taught a 6-1-1 self-contained class for students with disabilities, primarily Autism. For a student in this class that was non-verbal and also could not write/color/draw I created assessments using pictures that the student would point to to demonstrate understanding. This student was monitored one-on-one during the assessment to keep track of his answers, and this proved to be the most successful method for assessing this particular student. For example to assess different types of symbols, I would verbally say "quarter note" and the student would independently point to the quarter note symbol. These assessments were specifically created so that the pictures were laid out clearly with minimal text. I also used picture representation for different tempos (bunny for fast turtle for slow), and visual representations of volume when assessing tempo or dynamics. The assessment would always be given aurally, so that the students would listen and then show their understanding by demonstrating the answer. Another effective method for ongoing assessment was monitoring the performance of the students as they moved and played instruments in response to different prompts.
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Arnita Whelchel Posts: 3
7/23/2019
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Response cards have been a success in my class. I have used it for rhythm where students give the notation of the rhythm that is clapped. I start with the level of the learners and progress. Another strategy is the exit cards. It is a quick way to assess students that need show what they have learned in a different format.
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Angie Monahan Posts: 3
7/26/2019
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I will begin teaching this year after several years away and this will be my first year of elementary music but this is my plan. We will do listening every day as the children enter the classroom. They will be asked to analyze the music through different formats such as writing, drawing pictures, and movement which will hopefully allow all students to participate with the same expected outcome. They will also be allowed to work with a peer buddy instead of individually for class performances and different assessments.
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Elaine Holk Posts: 3
8/9/2019
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I usually assess my students by having them play in small groups of three or four so it allows me to get a good assessment without the time consuming one on one way. One of the ways I accommodate my students with learning disabilities when assessing their progress is to allow them to play with the group first then have those that are having trouble mastering the concept or technique to play for me independently. Sometimes I modify the music so that they can be successful.
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torey james Posts: 3
8/23/2019
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I had a student who was Orthopedically Impaired and writing was difficult for her . The students were given a paper/pencil music notation assessment at the end of our music notation unit. Being that writing was difficult for her, I adapted the test so that she could take it orally instead. She was able to look at each note and verbally give her response instead of writing it.
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Andrew Spar Posts: 3
9/4/2019
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When I assess my students, I do based largely on performance and usually one on one. Therefore, I am able to make any necessary accommodations for my students. The expectation for the student is the same, for example being able to play an assignment on their violin, however I may give a student who requires more time to practice before assessing.
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Emily Blackmon Posts: 3
9/12/2019
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One option that I always have ready for an adapted assessment is the ability to point at an object. I have many students who are non-verbal. So, for example, if the question on an assessment is to classify instruments into their families, instead of verbally telling me that the trumpet belongs in the brass family, the student can point to the trumpet when I ask, "Which instrument belongs to the brass family?" I have found that this strategy works very well especially for my students with autism.
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Michael Chinnery Posts: 3
9/20/2019
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
When teaching my students about instruments and there sounds I use a listening exercise to have them demonstrate their knowledge. I have some students that a reading disability for various reasons. In the exercise the students will listen to the instrument sound and would have to circle the correct instrument name on a piece of paper. What I provide for my readers that have a challenging time with identifying words is a sheet with the pictures of the instruments with their names under them. This takes away the intimation of having to identify words and allows the student to focus on performing and completing the assessment on inhibited.
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Mary McGinley Posts: 3
9/27/2019
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Working with a student with down syndrome, our 4th grade class was working on reading music, preparing for recorder. The assignment was to write the note name underneath the note on the staff. Working with his paraprofessional, we had him color code the notes. He colored all Cs red, Ds orange, etc. He was able to achieve success with the coloring and para assistance.
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Sarah Hoyos Posts: 3
9/30/2019
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I currently have a student with hearing loss. She wears a hearing aid and I wear a device around my neck when she is in my class that transmits my voice directly to her hearing aid. She sits in the front of the class to read my lips, and close to the speaker where she can hear best. I use a powerpoint so she is visually able to see what I am saying, and have paired her with a buddy who she can ask questions to when she needs a little extra assistance. Whenever we are doing a listening activity, I will tap her shoulder so she is able to feel the steady beat and reinforce what she hears.
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Julie McFarlane Posts: 2
10/14/2019
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One adapted assessment that I have successfully utilized in my music classroom is integrating color-coded chords when teaching guitar. I have an instrument supplemental tool that I attach to the end of the guitar called the Chord Buddy. It allows my autistic students to have an alternative format for the written chords, pressing the colored buttons that match the colors of the chords in the written music. This is a concrete, visual representation of the concepts that I am teaching, and also a fun way for my younger students to grasp onto the technique of playing chords and "reading" the music, without being overwhelmed by physical constraints/strength needed and coordination of pushing the strings on the fretboard.
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April Hogan Posts: 1
10/18/2019
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An option for teaching a hearing impaired student to feel the beat of the music would be to gently tap him / her on the shoulder and use a computer program that would change colors on the screen to the beat of the music.
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Sherry Hall Posts: 3
10/18/2019
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When assessing rhythmic writing/notation, I have used Popsicle sticks as an adaptive assessment tool for students with Autism, ADD and other disabilities. Instead of writing the notation traditionally, the students use Popsicle sticks to arrange a verbal rhythm into written form. THey arrange the Popsicle sticks into ta's and ti-ti's or quarter and eighth notes.
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Kristina Benson Posts: 3
10/21/2019
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I had a student with autism that had a difficult time connecting written music to what she was playing on the recorder. She could identify the notes on the staff but had trouble translating that to fingerings on the recorder. To help bridge the connection, I put colored dots next to each of the holes on her recorder. She highlighted the notes in her music to correspond with the colored dots. B - yellow, A - green, G - purple. This allowed her translate the written music to the recorder while still demonstrating knowledge of the note names and demonstrating the recorder playing skills. This method also still required her to understand that she had to cover multiple holes for each note and the colors were just a guide to which fingers to add.
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Jocelyn Escobar Patterson Posts: 3
10/21/2019
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I use a lot of different informal and formal assessment strategies one that has been my favorite and most successful for my students is response cards. One example of a response cards I use is a card with two colors (red and yellow), I ask students to choose between two answer choices, or I use it for students to follow the changes such as dynamics one color is piano the other is forte and they switch back and forth depending on what they hear. I also sometimes use white boards and have a powerpoint that shows several answers to the question and have students write the response out. I use these type of response cards with all my learners.
I have a student who is non verbal that this specific strategy work for him, he is able to show me with the response cards and write out his answer but is unable to articulate his answer.
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Meredith Barnes Posts: 3
11/3/2019
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The first major unit for my secondary students focuses on identifying instruments of the orchestra to help prepare them for the young peoples concert. I always provide a summative assessment in which they need to classify the instruments into the 4 families. I provide instrument cards for students with disabilities and ELL students. I also have these students test in small groups with me so I can provide additional support.
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Erin Coatney Posts: 3
11/12/2019
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I had a student who was missing several fingers and could not play the piece on recorder we were learning. Instead, I had him use his knowledge of the lines and spaces of the staff to learn the music and play the assessment on a xylophone.
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Laura Hutson Posts: 3
11/13/2019
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In assessing soft/loud with a nonverbal student with a fine motor delay, I had cards, each with a different picture to represent soft or loud. Rather than circling an answer when the music played, as his fellow classmates did, I allowed him to point to the picture showing if the music was loud or soft.
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Aimee Stine Posts: 3
11/16/2019
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One of my first couple of years teaching I had a student that could not play the recorder due to cerebral palsy. I had them use an iPad app that they could still play with the rest of the class.
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