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Yanet Martinez Posts: 3
8/4/2020
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This last year I had a student in the music classroom that in addition to having ADHD had several behavioral issues. On the first class, she would not follow instructions, fight with other friends and interrupt the instruction of the class. At the end of the class, I asked if she liked to be a leader, "I see you have many skills for a great leader, and I need one" I said. However, I need you to best on your best behavior, and I promised you will be assistant. This student became my helper passing out instruments, scarves, mallets and her behavior changed immediately. She was able to focus more and complete the activities, she was not able to before.
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Jess DuPree Posts: 3
8/5/2020
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I have several students that are on the autistic spectrum. Many of the students excel within my music classroom. Some of the alternative strategies that could be used are the text cards and teacher direct observation. I have also used differentiated instruction by allowing students to use differing instruments for varying activities.
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Cliff Fouts Posts: 3
8/7/2020
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I have an autistic student who also has difficulty writing and using fine motor skills. After a unit on "Peter and the Wolf" students were completing an assessment in which they had to write the character next to each instrument. As an accommodation, this student was provided the list of instruments with each character name (and picture) cut out so that he could physically match them without having to write it out. He was also given the accommodation of additional time. These accommodations benefit the students as it allows him more time to process, and allows him to respond in a similar manner as his peers, but with about the restriction of having to be able to manipulate a pencil.
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Amanda Johnston Posts: 3
8/11/2020
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I have used a variety of accommodations for my students with disabilities. These may include allowing translators, extended time, reading the prompt, restating directions, dictation, modifying the instrument, etc. One such student, who is in a self-contained class, is able to state his answers to the aide for her to write down.
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Michael Hipple Posts: 3
8/12/2020
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In one of my self contained classes the teacher aides who travel with the class to specials have me have the students sit in chairs to help with the desire for students to get up and run around the room (impulse control issues). One of the students in this class, besides having impulse control issues is also what they call a non-speaker. She will make sounds and noises but cannot communicate using her voice to use words. One of the teacher assistants has her one on one with an electronic device that she can type in words to express herself beyond the noises.
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Kyung Hee Woo Posts: 4
8/16/2020
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I've been teaching autism students. I like to use laminated musical notes and rests and let students pick some. For example, individuals can choose notes and rests to create rhythm patterns in 4/4, and then a student puts the notes or rests on the laminated staff. Students have had fun with this and can actively engage.
And when I tell and praise students, I frequently use Core word cards with images. It is good to use both students with ASD and PI. They can understand it clearly.
--
kyung
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Linda Suppa Posts: 4
10/10/2020
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I have a student with a visual impairment. I assess her music vocabulary by verbally testing her. She does great! I also have a student on assess points that I test verbally by singing our vocab jingles and he remembers a lot of vocabulary
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Michelle Smith Posts: 6
10/18/2020
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I had a student who had an orthopedic impairment and was unable to use his thumbs. He was really exceptional at reading music and understanding the proper fingering to play the recorder. After a little research, I located a recorder that had an adaption for covering the thumb hole (valve). The student was elated with the ability to make music with his classmates on his own recorder.
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AmandaCrawford Posts: 3
11/4/2020
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I have a student on the spectrum and speech impaired who wasn't able to clearly pronounce the four voices we were learning about during a Quaver game I was using as an alternative assessment. He was, however, able to clearly tell me the color of the boxes represented by whisper, talk, shout, and sing. I allowed him to play the game this way without correcting him or worrying about the vocabulary and he was able to adequately communicate with me so I could check for comprehension. He was so proud of himself!
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Kristen Lichtenthal Posts: 3
11/11/2020
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In the elementary music classroom, students are required to identify simple melodies aurally and visually. I had one student who was Selective Mute and would not speak or sing. Instead of pressing the issue and trying to force her to sing or verbally identify melodies, I would play or sing melodies and ask her to point to the ones that matched. She had no issue with this and it worked very well. If I had not provided this accommodation, I may have- incorrectly- assumed she did not understand the concept. I learned that it was the opposite; she understood very well and just didn't feel comfortable speaking out loud!
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Allison Lund Posts: 2
12/2/2020
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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 have a student in a wheel chair with cerebral palsy who has some limitations to his movements. When the class does body percussion or clapping of rhythms, his physical limitations don't allow for him to keep a steady tempo during the entire song/excerpt. During the beginning of the year, as long as he was "attempting" to keep the same tempo and follow the body percussion, I gave him full credit, as other students did not perform perfectly either and they earned full credit for attempt at a new skill, concept. Now, as he's gotten more practice and I've gotten to work with him more, he is able to keep a steady tempo for a measure at a time if he really concentrates. This is his new adapted assessment, demonstrating one measure of rhythms clapping or body percussion at a time.
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James Parish Posts: 3
12/3/2020
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I have a student who is autistic. When we were trying to assess the student's ability to write their own rhythms using popsicle sticks we had to make a special place for him in another room so that he could focus on the task and not be overwhelmed with the loud noises in the room caused by the other students sharing with their neighbors.
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Jennifer Moats Posts: 3
12/10/2020
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My students were learning about how music can be allegro and largo. Those were their two vocabulary words that were the focus. Students were asked to draw pictures that corresponded to the music they were listening to and label them largo or allegro. The student with special needs in the classroom had a hard time completing tasks such as drawing or writing because he would feel stuck at coming up with ideas. By the time he had an idea, the class time would be over. I provided him with two story boards where there were images that he could piece together to create a story that fit the vocabulary words we were working on. His work still met the standard of recognizing the tempo of the music and assigning the correct vocabulary word to the tempo.
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Allison Rekow Posts: 1
12/17/2020
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Last year I had a non-verbal student with very limited mobility who would use her eyes to identify instrument timbre on one of two picture cards. If she heard a drum she would look at the drum on the card to her right. If she heard a triangle she would look at the picture of the triangle to her left.
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Carrie Brooke Posts: 5
12/17/2020
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Although I have taught students with varying disabilities including Autism Spectrum Disorder, Emotional/Behavorial Disabilities and Orthopedic Impairment, by far the most prevalent types of student disabilities at my school are from the "Other Health Impairment" category - ADD and ADHD. The primary assessment accommodation provided for my ADD students is allowing extra time. Since these learners experience limited alertness to the educational environment, providing extra time on assessments allows them to re-focus (with instructor prompting) and complete the task. There have also been students in my class that were so distracted by environmental stimuli that it was helpful to offer a change of setting during assessments, and utilize the small practice rooms adjacent to our classroom. This strategy also supported our general learners who may have been distracted by the frequent prompting for the ADD learner. Win-win!
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.
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Anne Klytta Posts: 3
12/21/2020
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In the past, I taught a class of students who were all on the Autism Spectrum. Each of these students was unique in their ability to participate during music instruction time. During the first few weeks, I discovered that certain activities were universally appropriate - consistency at the beginning of class (we always did a "Hello" song) and to end the class (a "Goodbye" song); movement to music (I also found out what music they like best); learning rhythm reading by using flashcards; drawing pictures to describe music; and stories that included music or short, repetitive phrases to sing. In my current job, I have a student on the Spectrum, diagnosed as Asperger's. He is extremely intelligent, but is frequently anxious and nervous about what we are doing or when things will happen. This past week, we were videotaping a short music/dance holiday presentation, and each classroom teacher had signed up for a specific time. In the days leading up to the recording, he was very clear to state when the recording was going to take place. On the day of the recording, his teacher told me that he must have asked about 100 times when it was going to occur, since it was going to occur during their normal dance time. With the schedule on the board, she changed that time to "Winter Show", which reassured him when the recording was going to occur. For my part, I have learned that it is best to take him aside while the other students are settling in, to let him know what we are working on that day. This has alleviated him blurting out and asking questions mid-stream, and given him a better sense of calm, knowing what will happen.
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Sheila Wilson Posts: 3
12/22/2020
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I have a student who has ASD. I have noticed that he does not respond well with written work. He is quite bright and can respond orally. Point to the answer is one possibility for assessment. He also likes technology, so using assessments in our LMS, Canvas is a possible alternative to a pencil and paper assessment. I would record the questions and answer choices so he could play and replay them as many times as he needs to.
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Paul Edgeworth Posts: 2
12/23/2020
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I teach Music History/Appreciation to a class of high-school boys with cognitive challenges. For these lessons, I show a brief documentary about a particular artist. I then share three of four YouTube videos of that particular artist's work. As an assessment, I create a Google doc with three sets of two choices. For the first question, I ask the student to point to the image of the artist being studied (compared to an image of someone else). For the second question, I ask students to point to the correct instrument that the artist plays (such as a piano, guitar, etc). The final question employs a happy face or a sad face for students to indicate whether they liked each song performed.
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Jordan Sawyer Posts: 3
12/28/2020
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When I was teaching band, I had an Autism Spectrum Disorder student who also had perfect pitch. He was unable to maintain the facial dexterity necessary to form an embouchure and struggled with the novice-level sounds produced by a beginning band. When it came time to test for intonation, we were able to ask this student to listen to students one-on-one and provide adjustments by saying whether or not they were flat or sharp. Cary would tell the player where they were and that student had to suggesting pushing in or pulling out, to which Cary would tell them if they were correct (I had spent some time with him prior helping him to remember that "out" meant making it lower and "in" meant making it higher).
This was a great success for the whole class and invaluable for Cary who was able to demonstrate his understanding of in tune playing of other musicians
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Donna Flowers Posts: 15
12/31/2020
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I teach a class of ESE pre-k students. There are 9 students in the class and out of those 9, 5 have issues with volume of sound and are nonverbal, for the most part. While I do not formally assess these students for grades, I do use ongoing 'assessments' to determine if they have learned the skill I have been teaching. If I am assessing whether or not the students understand how to play a particular rhythm instrument, I have placed some kind of dampening material inside or under the instruments so they are able to handle the noise. I have used felt fabric, cardboard, or even rubber bands. Sometimes all they need is a slight dampening of the sound and they are able to continue with the assessment activity I am using.
WE have finished a unit on words such as fast/slow and loud/quiet. We have listened to examples of these, played instruments to demonstrate these and utilized animal visuals to compare the words to. To determine if they understand the meaning of words like slow/fast, and loud/quiet, I have used animal pictures from which they have to choose an animal to show the meaning of the word I am asking about. For loud/soft, they would choose an animal which makes a loud sound or a quiet sound. For slow/fast, they would choose an animal which moves in a fast way or a slow way.
One way I assess whether the students have learned the words of a song, I will have the group 'sing' a song with me and I will deliberately leave out a word and will call on a student to sing the missing word. They LOVE to do this and get excited when I call out their name.
All of this has been effective with these students. While I do want for them to learn, most of my effort is for them to enjoy the class and to learn how to communicate and behave around each other.
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