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Mary Fontana Posts: 3
11/20/2019
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In assessing recorder students who are having difficulties due to a disability I often use collaboration and support as well as repetition of information. When I see the student in question is not progressing as expected, I team them up with a buddy who can help coach them. They then work on advancing the students progress through repetition of fingering and marking rhythms.
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Rosa Fiol Posts: 3
11/20/2019
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The student I have chosen is one with a severe Emotional/Behavioral Disability prohibiting him from doing his assessments and participating in class. I keep a tight routine in my class and work different activities within the routine and reinforce the rules and expectations very often. We also use preferential seating and edit the chart when needed. With these and other accommodations this student can be successful in assessments and other assignments and activities.
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Kathleen Holmes Posts: 4
12/3/2019
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When teaching about high and low in my kindergarten class, I usually have students show high and low through movement. I had a student who could not easily get up and sit down so I made cards for her representing high and low so she could show me her response with limited movement.
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Lilibeth Posts: 3
12/30/2019
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I have various students with autism. For them I always have cards: with instruments pictures so they can show the answer of the instrument they hear if they can't articulate with by speaking, with the rhythms so they can show the rhythm they hear if they can't say it back, most of them are able to do that by using cards. I also use the ipads they bring to class (a specific class that two of them that are non verbal and low motor function, but are able to play or select the instrument we are playing in their ipads)
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Megan Cianflone Posts: 4
1/20/2020
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I have used assessment accommodation for multiple students with a variety of disabilities. For example reading questions aloud and recording students responsse for a district wide assessment.
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laura ritenour Posts: 3
1/21/2020
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For students that have oral presentation, I read all questions during our composer biography lesson. They also have extended time. Preferential seating is an easy accommodation to help those that are easily distracted to focus.
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Tim Kuchta Posts: 4
1/23/2020
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I have a student with ADHD and serious behavior issues. He just recently started to take piano lessons. I told him he could be my helper when I gave a test to the class. I allowed him to sit with me at the piano bench. We were seated at the side of the class. It was a test for the students to identify which rhythm block (6 different patterns in 2/4) I played on the piano. I had the students write their answers on their mini white boards. On the piano I had the 6 rhythms on small notecards. My student with the aforementioned disabilities would point to the rhythm I played as his answer. Then we would play the rhythm together on the piano. He loved it and did really well and the other kids loved it too, especially since we did not have the usual distractions and outbursts.
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Sarah Johns Posts: 2
1/28/2020
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Like many of you, my accommodations during assessment includes the use of visuals, either pre-made pictures or student's own drawings. Extended time, technology and various manipulatives like erasers, bingo chips, popsicle sticks, etc. all help my student's feel successful when demonstrating their learning. I also tend to use a lot of body percussion in my classroom, so in the event a student is struggling with the notating part of an assessment, I just have them show me using their body as an instrument.
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Sarah
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Sally Palmer Posts: 3
1/28/2020
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I have a student in our EBD cluster who has been mainstreamed into our fifth grade classroom. He sits next to me so I can monitor his behavior closely. He did a great job with the ukulele but when we changed semesters and began music theory centers and began writing music , he became frustrated and had to be removed from the classroom. I met with his classroom teacher and told her I was taking this class and asked if I should give him an alternative plan. She said he is severely emotionally handicapped and an alternative assignment might be a good idea. He came into the class and I took him aside and explained that he was going to have a different assignment. He would still be writing music but he would do it on the computer instead of pencil and paper. He smiled and thanked me, He said that he doesn't do well with pencil and paper tasks. He will still be required to write a music composition but he will not use pencil and paper but write his music on a computer program.
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Sally Palmer
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Susan Collins Posts: 9
2/3/2020
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I have a student who is ADHD and ODD. His need to be in control and his lack of focus are always a challenge. As with any ODD child, clear expectations and routines have been helpful, as well as giving him choices within boundaries, which allow me to encourage his participation while still letting him feel in control. For musical assessments, I tell him that if he listens and cooperates, I will allow him to perform last so that all eyes will be on him. He likes this. I also allow him to be my special helper if he completes his assignments. I also allow him to do quizzes on the iPad as this promotes focus for him.
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Martin Janke Posts: 3
2/9/2020
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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.
I have a student who has an orthopedic impairment which requires her to stay in a wheelchair. To administer a formative assessment of note durations, I had the students go to the interactive whiteboard one at a time to identify as many note durations correctly as fast as possible. To accommodate the student, I was able to simply minimize the screen and bring it down to a level that she could reach from her chair. Of course the remainder of the students thought this was great and they wanted to do it as she had, which made her feel good.
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Jessica Klee Posts: 8
2/17/2020
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I have a few "Hard of Hearing" students that range from K-5 in my music classes. Since music is naturally visual, it is easy to accommodate when teaching and assessing. I try to make all the students feel equal by using different forms of hand on activities. I find that the students with disability appreciate it and feel like all the other students, which boosts their confidence. I use response cards and exits cards at times, but more regularly hand signals for instance, showing how many using their fingers when answering a question. That seems to be the quickest route especially since my classes are very large.
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Beth Zerkowski Posts: 3
2/20/2020
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I had a student with significant hearing loss. She truly enjoyed singing but needed assistance hearing the pitch. Fortunately, her family had the means to provide her with all necessary medical supports. Therefore, my main strategy was to allow her to be close enough to the instruments to sense and "hear" them. With that small accommodation, she was able to flourish. In addition, I encouraged her to share her communication skills in ASL. This allowed her to bring a piece of herself into the spotlight with great pride!
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Holly DeWitt Posts: 3
2/21/2020
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I have a student in choir that has a profound speech impairment due to the loss of hearing in one ear. She has preferential seating on the front row so she can read my lips easily. There is a strong singer seated next to her "good" ear to help with keeping pitch and rhythm. We work on diction in class which helps with the speech therapy that she also receives at school. Another expectation is that she speaks her requests. Does not use writing or pointing. This helps with working on articulation.
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Nathan Johnston Posts: 4
2/26/2020
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I had an instrument identification assessment I was giving in my class. I had a student with limited mobility who had difficulty writing. The student was able to do the assessment vocally with a paraprofessional rather than the written test. I'm very thankful and lucky to have had such wonderful help in the classroom.
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Bryana Wescott Posts: 3
2/27/2020
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I had a student who could not bend her arms at the elbows or lift her hands about her head. We learned a dance with motions that involved arms and hands. I modified her dance movements to involve a partner. Her and her dance partner learned different movements with her feet and legs and she was assessed accordingly. The motions she could do with her arms down low were left in so she still felt like she was apart of the class, but she had a classmate with her so she didn’t feel left out.
I also have another students who is in a wheelchair so when we do dance movement, I give him a hands clapping pattern to do with a partner. Then I have him switch partners and teach a different classmate the clapping pattern.
edited by Bryana Wescott on 2/27/2020
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Erika Winter Posts: 3
2/27/2020
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I have two twin students with IND or Intellectual Disability. They are in first grade and both function in a very apathetic way, in their movement and in speech. They do not seem to be engaged in class and are not able to communicate like the others in the class. When I ask them a question, they do not understand and are not able to respond in an efficient way. What I do is try to show them by example and use them as a positive example to the class when demonstrating what I except of the whole class. They seem to get what we should be doing if I allow for some freedoms in their situation.
As far as assessment, I like to use an ongoing assesment with these students as they grow in rhythm reading and in using their body percussion to portray rhythms. They have a summative assessment by demonstrating mastery of rhythms that I have been priming them for throughout the year. Most of the students with IND are able to demonstrate by the end!
edited by Erika Winter on 2/28/2020
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Sharon Hall Posts: 1
2/28/2020
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I had a student that had a vision impairment. She was unable to read the print on the handouts that the other students used. The print was enlarged and a larger paper was used so she could have the same material as her classmates. She was able to read the material and participate with the class without additional assistance from the teacher or other students.
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Katherine Seman Posts: 3
3/3/2020
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I accommodate my students with IND (Intellectual Disability) and LI (Language Impaired) with extended time to complete their work. When the students are working on piano, I give the students with IND and LI extra time until they have it mastered. The students in the class are very supportive and want success out of each other. So sometimes, if needed, I will use Peer Partners to assist the student with disability so that they can complete their work and feel successful.
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Marissa Colon Posts: 3
3/3/2020
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have used exit tickets in my class on many occasions. For some of my students with disabilities, I have let them show in diagram/picture or verbally to me what the answer would be instead of writing the answer on the exit ticket. Using diagram, pictures or verbal responsive my students with disabilities have had great success show the knowledge they have learned.
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