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Julia Ford Posts: 2
4/21/2021
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I use informal assessments every class, and they are constantly modified for my students with disabilities or needs. Normally I will read something out loud and have numbered answers up for them to show me a number on their fingers for their answer. Some of my students need the questions and answer choices printed out. Some need to write down an answer or verbally tell me. I have 2 students that have cards with numbers on them and they hand me the card with the number choice that aligns with the answer they choose.
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Julie Hebert Posts: 6
4/23/2021
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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 once taught a student who was deaf. He came to music class with an aide. He participated with help from the aide and me. As a first grade student, he and his classmates were learning to identify various unpitched percussion instruments by sight and sound. When we completed the first half of the assessment of identifying instruments by sight, he had answered each question correctly. But when we moved into the second portion of the assessment to identify instruments by sound, he was unable to hear the sounds. I modified the assessment for him to continue identifying by sight. I changed his seat so that he could see the instruments I was playing from the hiding spot behind the piano. He finished the assessment with a 100%.
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Carole Leidi Posts: 4
4/27/2021
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I have a student with autism in my classes currently, who is also in our ACCESS unit. We are at a point in our time together where we are heavily playing off xylophones. Wanting him to be included, and have the best success, I color coded individual tone bars for him. He was able to perform with the other students this way as he cannot read letter, notes on the staff, or rhythms, but he can identify colors and he does have an amazing memory and was able to memorize the patterns. He was also given one mallet instead of two and allowed to play the instrument in the most comfortable way. It has been wonderful watching him be able to participate this way, and his classmates love to help him along with way as well.
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Carole Leidi Posts: 4
4/27/2021
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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.)
What a great use of modification! I will need to incorporate this next year with my student with autism. He has done very well playing orff xylophones with color coding the bars.
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Lesley Dennis Posts: 4
5/3/2021
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I had a student who was autistic and was unable to complete a paper/pencil test on his own.
While the class was completing the test, I sat with the student and read the questions to her. Since it was multiple choice, I had her hold up 1 finger for answer A, 2 for B and so on.
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Patricia Easton Posts: 3
5/4/2021
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I use the google classroom, with quizzes, short answers and quick responses to assess knowledge. We do the activity as a class so I can direct them to the page, read the questions and answers out loud and then give them adequate time for response.
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Jessica Moore Posts: 3
5/19/2021
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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.
Years ago, I had a student with autism who was non-verbal. Although he did not sing or use words to communicate he was able to appropriately respond through movement. When it was time to read rhythm patterns and other students would speak the pattern on syllables, the young man would demonstrate his understanding by tapping an instrument, or identify a teacher-selected pattern by pointing or touching the correct pattern he saw.
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Jessica Moore
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Sharon Godwin Posts: 3
5/19/2021
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I have a student that is physically and intellectually challenged. The students were being assessed on recognizing and playing the 5 note scale on the keyboards and xylophones with proper technic. The student is unable to use his right hand/arm so I altered the lesson and assessment by him using his left hand and using the opposite fingerings as well as his left hand for the xylophone. I also gave one on one instruction as well as had a peer student next to him during practice.
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Jesus Segura Posts: 2
6/22/2021
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
We were learning our solefeg and there were some students that couldn't pronounce the (Do, Re, Mi, etc.) so we practiced it using numbers, different syllables , and tempos enough times and repetitive and eventually the pronunciation and singing became second nature to the students and is one of the best at pitch recognition.
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Adrienne Taylor Posts: 3
6/23/2021
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A former student was visually impaired. The two assessment accommodations I used with her were larger print of the assignment (different editions) and preferential seating so she could more easily see the music notes I had drawn on the board.
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John White Posts: 6
6/26/2021
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Recently a student was very challenged creating their performance video for submission. Every time they made a video, there was a little glitch in the song which prompted a delete and redo. Responding was used to do a live performance via Zoom so that they would push through and complete the song. It also provided opportunity for immediate feedback which is very valuable.
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Nancy Darcey Posts: 3
7/13/2021
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A former student was diagnosed with attention deficit disorder. While he enjoyed music, he struggled to attend to the task at hand.
I believe that exit cards at the end of class would have helped this student to focus on the objective for each class period. Providing that task at the beginning of class with the understanding that he would need to perform it at the end of class would help him to focus on the learning goals.
Also, rubrics for informal and even summative evaluations would be helpful. Knowing the specific skills and the expectation for each level of mastery could help an easily distracted student stay on course. For example, when developing performance skills, a list of specific expectations (poise, accuracy, expression, etc.) described with details would help a student understand the expectations. Recording student practices and allowing for self-evaluation is also a valuable tool for improvement before a performance.
These assessments are valuable for any student, but allowing a student with disabilities to see these assessment before the learning activities may help to maintain focus and increase mastery.
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David Levitan Posts: 3
7/25/2021
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A couple of years ago, I had a 5th grade boy in my elementary class the was Intellectually Disabled. He was about 5' 8" and must've weighed 240 lbs. He loved music (especially singing) but had little self-control and was impulsive. Due to his size and strength, the paraprofessional that was assigned to him was little match for him physically. Upon entering my room each week, he would make a beeline for the piano which he loved to play. Although he had little formal training, someone either taught him or he figured out (I couldn't get him to tell me) how to play a C major scale. He played the notes of the scale up and down and sang fairly well on pitch with them as he did so. However, I only had thirty minutes once per week with each of my classes and I was attempting to teach the class to play the ukulele. He would ignore requests from both myself and the para to take his seat. I quickly found that if I bargained with him by offering to let him play the piano at the end of the class as the kids were exiting the room, I could get him to sit quietly through the class. When I tried to help the young man play the ukulele it was obvious that he lacked the fine motor skills necessary to play chords (other than maybe a C major chord which uses only one finger) but the way he manhandled the fragile instrument and would swing it around or drop it unless the para or I would hold onto it showed that it wasn't a good idea to allow him too much freedom with the instrument and unfortunately, this particular para wasn’t a whole lot of help. I had a classroom with twenty-four other students that needed attention as well. Immediately following this particular class, I had my thirty-minute lunch break which I always took in my room so it was no problem for me to allow him to stay in my room with the para for a few extra minutes.
The class with which he attended specials was being taught to play several beginner songs on the ukulele that required the use of only one, then two and finally three chords. They were going to be tested at the end of the quarter on their ability to "play a simple accompaniment using classroom instruments" (one of the State Standards) to a grade level appropriate song. It occurred to me that this young man might be able to be taught to play the same three chords on the piano as I was teaching the other kids to play on the ukulele. Therefore, for about 10 minutes each week, I worked with him as I both allowed him to explore with the piano but also gradually was able to teach him to play simple triads from the C major scale, namely the three chords used in the song, “You Are My Sunshine,” Cmaj, Fmag and Gmaj (rather than G7). By showing him how to move back and forth between the C and F chords by moving only the upper two fingers and then moving between the C and G chords by moving only the lower two fingers, he was eventually able to play the chords. We practiced playing these chords while singing, "You Are My Sunshine" until he could do it pretty well by himself. By the end of the quarter, he was able to play and sing the song right up until the second to last chord (the Gmaj) which still gave him a bit of trouble. He was able to play along with the class as they practiced as a group and when the kids in the class took their turns playing the song individually, he could hardly wait to show off what he had learned to play all by himself. The cheers and applause from the class had him beaming ear-to-ear.
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Kathleen Kerstetter Posts: 3
7/29/2021
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I have several students with autism. When doing rhythmic dictation assessments, I give students pre-printed, color coded cards with rhythmic symbols. Instead of writing the rhythm answers, students can arrange the cards to represent the rhythmic correct rhythmic patter. Using color coded cards helps the students visually see the difference in the written notes and allows for the teacher or peer to quickly determine if the student has the correct answer.
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Harley Hendricks Posts: 3
8/10/2021
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A couple of years ago I had a young student with autism. He was limited in his verbal ability and was sensitive to loud noises/music. Naturally I was a bit concerned when I was planning a unit on drumming. After speaking with his classroom teacher, we decided he would try the first day to see what happened. Well what happened was amazing! I invited him to help me introduce the drum set by hitting each drum/cymbal as I explained their function. He had a blast! His fear of loud noises apparently disappeared and gave way to his new found joy in playing drums. I then allowed him to try a few simple patterns and he just took off! He was very rhythmic in his approach and could actually keep good time. I was totally blown away by how this introverted, mostly non-verbal boy became an extroverted drummer when given the chance. He repeatedly thanked me and asked several questions about the drums in his own way (by pointing and using limited words). What was going to be a very ordinary demonstration by me of the drum set became an extraordinary demonstration by the student with his peers cheering him on. Just the simple act of including him in an activity I wasn't sure about changed the way his classmates and I viewed him in music class.
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Ashley King Posts: 3
8/12/2021
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During a composition assessment, I allowed several students with learning disabilities to verbally speak their rhythm to me instead of writing it down and then worked through the writing process with them.
When using exit tickets, I allowed one of my students to draw out the answer instead of writing it in sentence form.
I have also allowed students to use cut out pictures of notes for assessments on rhythm and note naming.
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Laura Allgood Posts: 6
9/5/2021
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I have allowed students to choose to answer questions aurally instead of written as an assessment accomodation. I have also had students take various written test some answered multiple choice while others had fill in the blank.
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Shannon Green Posts: 3
9/7/2021
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I allow my students to keep an art journal that I use for all my students. These are very useful as an adapted assessment for students with disabilities. They can use them for free expression, practice vocabulary, and write down/draw information they might like or dislike in a lesson. This information also assists me in the grading process, and allows ongoing and summative assessing.
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Jennifer Webb Posts: 5
9/13/2021
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I have allowed students with disabilities to draw the answer instead of writing a sentence. I have also given them a set of cards with pictures and they will choose the correct answer from the pictures.
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Kate Nadolny Posts: 6
9/23/2021
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If scholars have a difficult time with writing due to dysgraphia or because they broke their dominant writing arm, they are given a choice of taking a electronic version of the assessment on a laptop or to dictate their answers to me as I write them down.
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