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Amanda Terry Posts: 3
3/12/2020
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In the past, I have had students with visual impairment. Those students used assistive technology that would magnify what was on the board. Those students got preferential seating near the front of the classroom or the area of instruction. In addition, anything that was on the board, I would have a personal copy that was enlarged made for them to use personally. They also utilized their magnifier to see handouts. I had to make sure that the room was clear of obstacles. Many times I would have to modify instruction or activities to accommodate those students so that they would be safe.
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Owen Willingham Posts: 3
3/12/2020
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I use a quick exit interval just before students line up to leave, not just with my students with disabilities but all my students. We work on singing intervals during our vocal warm-ups and as an exit ticket I assess each student by having them sing an interval as they are dismissed to line up. Each student sings and I can quickly assess which students are developing pitch recognition and at what pace. Its a great way to get assess their development as young singers.
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jamie keaton Posts: 3
3/17/2020
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i have cut the number of questions for students. i have also graded on playing correct notes in a passage instead of concentrating on rhythm, would have them clap the rhythm or play rhythm on one pitch. so basically i broke the assessment up into two different parts.
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Lisa Mauro Posts: 3
3/19/2020
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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. Share your response in the threaded discussion.
I had a 2nd grade student who was selectively mute. I used alternative assessments with him such as letting him point to or write out his answers to questions to demonstrate his understanding. If students were practicing rhythms, he would use body percussion or an instrument to demonstrate his knowledge.
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Laura Montgomery Posts: 3
3/21/2020
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Option 1: I have a fifth grade student with dyslexia and she needs to sit near instruction. She needs accommodations for testing by having her test read to her and also extra time for test taking. A paraprofessional would sit with her for her end of year exam.
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Ethan Stofer Posts: 3
3/26/2020
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In a general music setting, I used recorders to teach pitch reading and performance. One of my students had an orthopedic impairment that did not allow the use of her left hand. I gave her the option of playing the recorder with her right hand for GAB and C, or the option of using a keyboard (her choice with or without headphones) at any time she chose. This allowed her to show her mastery of reading pitches and rhythms, and provided her choice in the manner she decided to be assessed.
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Danielle Tripp Posts: 2
3/27/2020
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I taught a self contained class with students that had a variety of disabilities. When giving assessments I had to adapt them in a few ways to make them appropriate for each student in that class. I had a non-verbal student that was unable to read/write for exam questions. We would have a listening exam where we would listen to an instrument or pattern and I provided picture cards for answer choices. I recorded his answers this way.
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Jerry Myers Posts: 5
3/28/2020
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Option 1: I had a student that was confined to a wheelchair with language and orthopedic impairments. When we would play rhythm instruments I would give her a much smaller maraca for example that she could handle. When I wanted to give her an instrument that required two hands her paraprofessional would assist her allowing the student to be successful.
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Matthew Stone Posts: 3
3/30/2020
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I have several students who are still developing their fine motor skills, and are unable to play a standard guitar. I have provided iPads and used the GarageBand app to allow students to demonstrate melodic rhythm and steady beats.
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Emily Szymanski Posts: 3
3/31/2020
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Option 1: I teach a class of students with ASD. For my mainstream kindergarten class, students learned a song to play on the xylophones and demonstrated their knowledge of high/low, fast/slow, and loud/soft. The ASD class was not yet ready to learn a whole song to play on the xylophones so instead of this, I called students one by one to the xylophone, gave them a minute of free play, then asked them to play the low or high notes, to play fast or slow, and to play loud or soft. this way they could demonstrate they understood the difference without the struggle of having to play a specific pattern.
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Timothy Trese Posts: 3
3/31/2020
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We had a second grade student who had a visual processing disorder. She was not always able to distinguish words if they were repeated in a column or line. The assessment that her peers were taking consisted of circling a word choice concerning a specific percussion instrument. They were to circle either wood, metal, or membrane for the material making the sound. They decided if the instrument was hit, shaken, or scraped. And finally if it was pitched or not. She was unable to perform the task on paper. I gave the assessment orally and she knew every single answer. I reported this to her ESE teacher who concurred with the accommodation.
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Hannah Moore Posts: 3
4/3/2020
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Option 1: Whenever the class takes a music quiz together, we use a couple different assessment strategies. I usually read through each question for them, ensuring that ALL students understand the question, regardless of their reading comprehension ability. Also, each student is required to answer questions using sign language (these are multiple choice quizzes), allowing students who have trouble with verbal communication to display their knowledge of the material.
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Evelyn Aguirre Posts: 3
4/6/2020
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Option 1: I have students several students that are Hard of Hearing. For them, I typically use a microphone to help them hear, but when taking a quiz or some type of formative assessment, we use white boards. This allows for any student that may have some type of disability to be able to participate. I have found that this really helps students engage.
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Sara DiPardo Posts: 7
4/7/2020
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Whenever we test our knowledge to see if we've met our goal I use a few different strategies. We do 3 different assessments and they need to pass one. I do a four corner response with physical movement, my student that is wheelchair bound loves this one. Then I do a written response like an exit ticket, for my student that cannot use her hand, I just discuss it with her. We also do a class challenge with my smartboard, usually by where they are sitting they play teams against each other testing their knowledge. They have to come to the board and select and answer after discussing as a group. Offering the assessment in different ways allows ALL of my students to show they understood the lesson at some point.
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Robyn Samuelson Posts: 3
4/13/2020
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A few years ago, I had a student who was Orthopedically Impared and used an electric wheel chair. I was assessing reading rhythms with my students and they were to play the written rhythm on drums. Because she had limited use of her hands, she could not use a drum or even a small percussion instrument, so she "said" the rhythms with ta's and ti-ti's or half note, or whole note "quish the bug". She was one of my "star" rhythm experts!
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Daniel Shea Posts: 4
4/16/2020
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Assessing my child musicians development is as usual, constant. Digging in to solve musical problems is a difficult one to assess unless one has a good rubric and goal in mind. Often, it is the process that is mostly assessed in my students. The student with disabilities is evaluated upon their taking effort to accomplish the musical experience.
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Aaron Trkovsky Posts: 3
4/16/2020
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Every so often I have students who are in my music class with limited verbal ability. For ongoing assessments within a lesson, I routinely have these students point to response cards, or images displayed on my Smartboard.
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Nicole Messner Posts: 3
4/19/2020
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For a listening and identifying a rhythm, I have used an adapted paper test for my ESE students. Instead of a test w 4 possible answers, I narrowed it down to 2 answers. An easy adjustment so they could focus on hearing and reading the correct rhythm without having to figure out 3 other rhythm patterns.
Two options that could benefit my students for accommodations are presentation and how setting. I've transferred recorder music from written music to a color coded pattern for ESE students. For those same students, I allowed them to come to the room at another time to take their playing tests. That way I could take more time with them and they would not feel so stressed in front of another class (since they are mainstreamed in).
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Jerry Myers Posts: 5
4/21/2020
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I had a student several years ago with a learning disability. We were studying Peter and the Wolf. When it came time for the test, students had to write the name of the character when the sound of the instruments were played. My learning disability student was allowed to draw a picture of the character when he heard the sounds of the instruments.
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Janell Magnusson Posts: 3
4/23/2020
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Several years ago, there were a handful of students in fifth grade that had IEPs or 504 Plans needing testing accommodations. The students had learning disabilities, and speech and language impairements. The students were able to do their music tests with extended time and had the option to take the test with their ESE teacher in an alternate setting or to take it in the music room. I would also get the study guide materials to the ESE teacher two weeks in advance to send home and to work with the student at school.
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