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Donna Flowers Posts: 15
12/31/2020
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I really like this idea. I have one particular students who will NOT speak at school. She has some kind of difficulty with her voice so I will use this idea with her.
Ann McFall wrote:
I had an autisic student in my room with a one-on-one paraprofessional. Students were being quizzed on classifying the instruments into their proper families. All students had a "fill in the blank" quiz with the picture of the instrument and a blank next to it to write in the family name. For my student with autism, I had cut outs of the instruments and he had to place them onto the color coded instrument family paper. (Purple was strings, blue was brass, green was woodwind, and red was percussion. These were the color codes we used all year.)
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Donna Flowers Posts: 15
12/31/2020
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You might create this online where the student moves a premade note around of the staff. My school uses Google Classroom and it allows me to create slide shows in which each student receives a copy and they are able to move the notes around to create the melodic line.
Zadda Bazzy wrote:
In the past, I have made adaptions to the melodic notation assessment that I use. When students have specific learning disabilities, they may have difficulty drawing note heads on the staff. In the past, I have allowed students to use manipulatives to notate what they heard. I have also reduced the number of pitches in each example and provided boxes on the staff (like bar lines between each note head) to help students compartmentalize the notation for the first pitch, the second pitch, the third pitch, etc. In terms of testing accommodations, I have tested students one-on-one (flexible setting), played the melodic phrases as many times as the student needed, and allowed for extra time.
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Donna Flowers Posts: 15
12/31/2020
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I have not used this accommodation but one of our classes use stability balls. Every child sits on them and they can move a little without distrubing the entire class.
Tammy Voodre wrote:
I currently have a student who lacks self-control, is impulsive and is very easily distracted. The challenge for me is to actually get him to stay seated and focused so he can learn in music. I would like to provide preferential seating for him in the front of room. This would allow me to monitor his progress better and be within arms link to him. I would also like to come up with a signal that would let him know that he is going off track, and vice versa a signal that he can give me to let me know that he needs to move. I have given him a special rug to sit on during class to try establish some boundaries for him. This worked for a little while, but I wasn't consistent with him in order to make it apart of our expectations for him in my room. With regards for assessing his knowledge, this year I need to break things up into smaller units for him to see if this will help with his attention and retention.
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Donna Flowers Posts: 15
12/31/2020
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This is a very good idea. Even students without ADHD may have issues with sitting still long enough for you to assess the rest of the class.
Karen Gentry wrote:
In my recorder class, I have found that it works better for my ADD students to have a peer test them on their mastery of a song. While I am working through the class, assessing the students' proficiency on a given selection, I have my advanced students listen to those students who have trouble with their focus while waiting their turn.
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Rebekah Gaylor Posts: 5
1/14/2021
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For a student who was not physically able to hold a pencil and record answers to an assessment, I adapted his assessment on classifying percussion instruments. Rather that drawing instruments in the correct area of a graphic organizer, the student was provided with small pictures of instruments and allowed to indicate where he would like to place each instrument. His classroom assistant helped him to glue the pictures in the place of his choice.
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Heather Lozano Posts: 6
1/19/2021
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Last year I accommodated a student who has dyslexia. Their assignment was to write in a venn diagram the similarities and differences of two songs that we had been going over. The goal for the class was to have them describe all these ways and write the answers on their own. My student with dyslexia has an extremely hard time writing words to the point where it is illegible. For this assignment, I provided her with a word bank at the bottom of the paper to assist her in writing the answers correctly in order to place them in the venn diagram.
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Heather Lozano
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Heather Lozano Posts: 6
1/19/2021
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That is an awesome accommodation. I myself did something similar with a student who was dyslexic. I provided the words needed for them on a piece of paper and they then copied the words down into a venn diagram! Rebekah Gaylor wrote:
For a student who was not physically able to hold a pencil and record answers to an assessment, I adapted his assessment on classifying percussion instruments. Rather that drawing instruments in the correct area of a graphic organizer, the student was provided with small pictures of instruments and allowed to indicate where he would like to place each instrument. His classroom assistant helped him to glue the pictures in the place of his choice.
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Heather Lozano
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Anibal F. Garcia Posts: 3
1/21/2021
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I had a student a few years back with a learning disability. His accommodations include oral presentation of items on tests or assignments and to have visual aids. This allowed me to make sure that when I planned I was always conscious of accommodating my lessons and activities for him. When we had a quiz or test in class I always made sure that he was read each question and answer choice. In my lessons, I always added visuals that would help him stay engaged and to enhance his learning and understanding of the lesson.
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Deanna Wittstruck Posts: 3
1/23/2021
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For my current virtual students, with any assessment that I give, I make sure I record myself reading the question and all of the answer choices for my students who struggle with reading. As often as I can, I include visual representations as well. I also allow for multiple attempts to complete the assignment because some are easily distracted and the lesson will time-out.
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susan winslow Posts: 2
1/26/2021
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I used to teach in a school that had a "communicative disorder" special education classroom that housed students from throughout the nearby counties. Most of these students required help with note taking because their fine motor skill were not fast enough to write out the definitions we would sometimes copy from the board in our general music 7th grade classroom. The students were provided with an aide so the aide and I discussed different strategies to help the students learn the concepts. First we would provide tests where they would circle answers instead of having to write multiple words down. We would also provide notes for the students but would also make them try to write some words down so they could have a little practice with their writing skill that would benefit them in the core curriculum We would also provide rulers to keep them in the correct passage on the assessments, and sometimes highlighted passages words to help them visually find things faster.
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Jennie L Howard-Zeno Posts: 3
2/11/2021
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At our school, the self- contained class is included in resource in a class that is close to their age, but also appropriate for their abilities. When the class this group attends music with is taking a written assessment, I will read the questions and answer choices to the class. As some of the students with disabilities lack some fine motor skills, I will also have them circle or X their answer instead of filling in a bubble.
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Davjay1983 Posts: 3
2/15/2021
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When teaching instrument families, I have had students with hearing impairments. In order for them to be confident with which instrument was being played, I had graphic organizers with each instrument in their respective family ready for them. I also had a "buddy" sit with this student and point to each instrument as it was being performed. This student was also placed in the front of the room and I was given a voice amplifier. I have had a few students who did not respond very well to vocal instruction. When teaching solfege and kodaly hand signals, I had visuals. They found it much easier to try and copy the signals from a visual at their own pace instead of listening to me.
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Jennifer Bassett Posts: 3
2/18/2021
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For an instrument families lesson with a non-communicative student, I created a virtual assessment that could be done live on my screen in my brick and mortar classes as well as through Google Classroom for my virtual learners. She was able to use her adaptive computer in my classroom as I did the assessment classwide. It was easier for her to see it on her computer, and her assistant would re-read the questions if needed. The student would then choose the answer from a few picture choices while the class had word choices. I have also created Nearpod or Peardeck lessons, had the students bring their Chromebooks as well as adaptive computers to class to do a "live" lesson. I guided the lesson on my screen while students could answer questions live on their devices and we could see real-time answers and activities. They could even collaborate while socially distancing. It really leveled the learning field, and was so much fun.
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Rebecca Cochran Posts: 3
2/18/2021
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I had a student in my chorus who was autistic and had a great fear of performing in front of others. So I worked with her mother in coming up with an alternative assignment for her instead of performing at the concert. It was her job to critique her choir's performance and write a review. She loved it and was able to feel involved without invoking her stress and fears of public performance.
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Cynthia Tickel Posts: 3
2/19/2021
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For students with difficulty in writing, if I'm assessing a rhythm concept, I have given them manipulatives to "write" the rhythm without having to put pencil to paper. For students who have problems with singing by themselves in front of other people (for various reasons), I have held that student back and let them sing just for me after their class is gone.
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Deborah Bosic Posts: 3
2/24/2021
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I currently have a student with an anxiety disorder. I gave a summative assessment of her recorder playing. She was very nervous so I gave her the assessment after the class was over so she didn't have to perform in front of the other students thus decreasing her anxiety level. She performed well and received a B. I was very proud of her and told her so. She smiled!
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Lindsay Denney Posts: 3
3/18/2021
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I have given rhythmic dictation assessments in which students had to hear a rhythm being played and then write down what they heard. When giving this assessment to students with hearing impairments, I have "played" the rhythm by tapping it on their shoulder as many times as they needed. The students would then be able to write down the correct rhythm.
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Suellen Kipp Posts: 3
3/25/2021
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For student assessment of learning I have often provided additional time for students to learn the material as well as provided additional support for the student when doing vocal testing by allowing the student to sing/play with a small group, rather than singing/playing alone if they were not comfortable to sing alone for a singing/playing test. I have also assessed their knowledge of the material from the larger group rehearsal if needed, rather than having them sing/play/perform in a small group if provided them with the support they needed to be successful on the music test. I have always wanted my students to feel safe, secure, and supported in their musical endeavors, therefore I have used accommodations to support my students when assessing their progress and knowledge.
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Jonny Lee Posts: 3
3/29/2021
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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 teach at a school that has ASD units. We have our high functioning students in GenEd, inclusion settings. Our lower functioning, often non-verbal students are in self-contained classes. With these lower functioning students I have used pictures, whether on cards or the SmartBoard and have had the students point to their answer.
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Jonny Lee
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Kate Dowdie Posts: 3
4/12/2021
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For students with writing disabilities, I have created digital manipulatives for rhythmic dictation that allowed them to drag and place notation instead of writing it.
For a student I had with ADHD and ASD, I switched up my usual method of assessment with performing simple melodies on the xylophones - I allowed the children to work in groups of three (2 listen and critique while 1 played) and they were to report back to me. It worked so well, I started doing it with my other classes, as well.
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