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Elisabeth Keister Posts: 3
10/21/2021
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I have a student in my K classroom that is undergoing the evaluation process for accommodations. For my last assessment, I decided to assess him by oral response versus written response. He did very well! I was able to assess the student using the method that worked best for him.
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Sophia ONeill Posts: 3
10/25/2021
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One example of an adaptive assessment I have successfully used in my fine arts classroom for a student who was missing part of a finger was to allow the student to use different fingerings when playing the recorder.
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Meghan Alfaro Posts: 3
10/27/2021
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Some students with emotional/behavioral disorders refuse to sing in front of their peers. Using Flipgrid allows the students to record themselves privately and then I can review later. They are more comfortable with a singing assessment in this format.
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Talmadge Pipkin Jr Posts: 3
11/14/2021
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Using Plickers on tablets/iPads I am able to have my "timid" ASD students interact "real-time' in their rhythm sheets/exercises . They feel less vulnerable to the more "outgoing" students.
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Talmadge Pipkin Jr
Sawgrass Lake Elementary
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Kalyn Hamm Posts: 3
12/8/2021
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I have adapted multiple assessments into more hands on activities for my kids who need more engaging activities. I have made rhythm writing with manipulatives using popsicle sticks, I have turned singing into a "Dare or sing" game, I have allowed students to draw how they feel or how they hear a piece instead of write words. There are so many ways music teachers can adapt our curriculum to better suit out students, especially the ones with disabilities.
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Catherine Shea Posts: 3
12/8/2021
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In the past I had a student who was visually impaired. He sat in the front of the class in order to see the board and my hands as I instructed the students in playing recorder. I also enlarged the recorder music to create a recorder book specifically for him. He was then able to read the notes and perform both with the class and alone.
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Roshell Onofrey Posts: 3
12/19/2021
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I currently have a student in kindergarten with cerebral palsy. He is unable to use his right hand because of his disability. Students demonstrate a steady beat by holding and drum in one hand and tapping on beat with the other. I have this student sit on a Cajon and tap the beat with his left hand.
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Roy Mitchell Posts: 6
12/27/2021
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I had a student that had a visual impairment. During a written/multiple choice assessment, the accommodations I provided was to read all the questions for the student and let the student tell me their answers.
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Mick Burns Posts: 6
12/27/2021
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I have a few self contained ESE classes that I teach through different grade levels. I never like to make my assessment any less rigorous for them, instead changing how they show me what they know. For instance, rather than having them write assignments about what they hear, I like to pull those that struggle with writing aside, and ask them. Most of the time they know the content, they just have a hard time getting it on paper.
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Candace Travis Posts: 4
12/29/2021
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I had a student with emotional disabilities, if she did not get the instrument she wanted she would have a tantrum. It was assigned by random number but she just could not understand why she did not get to choose, which I would allow sometimes. If she did not get what she wanted she would loose out on that playing opportunity and turn off for the rest of the class. Eventually I tried to make it that she would get to choose first, but it never really felt fair for the other students in the room.
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Sara Myers Posts: 5
1/3/2022
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Last year I had a student with visual impairment and limited motor capabilities in 5th grade who was still required to take our district's standardized End of Year assessment. I was able to help this student by printing out all questions and their multiple choice answers on larger paper with much larger font than her peers. She was also given a whiteboard and thick marker to use to write her answer. So she would read the question and options, write that letter on the whiteboard at a size and pace most comfortable for her, and then her one-on-one paraprofessional would record her answer on the answer sheet provided.
This way she could still take the assessment, and still be responsible for the act of answering, but her paraprofessional aided in the filling of the scantron.
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Elizabeth Kimbrell 3 Posts: 3
1/5/2022
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Last year I had a student with a specific learning disablility (SLD) and the assessment was to imporvise a 4 beat rhythm. Most of the students in the class wrote the 4 beat rhythm on an individual dry erase board. I had this student tell me her rhythm, and I wrote it on the board for her. She still came up with the rhythm on her own, which was the goal of the assignment, but had trouble writing it out. Once I wrote it out for her, she was then able to use her rhythm in a later activity that we did in class with those improvised rhythms.
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Allison boham Posts: 3
1/6/2022
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I have a class of 9-11 asd students that join 20 kindergartners. Most of the time there is not enough para support to help out. It’s pretty chaotic. I’m not assessing much since I’m doing participation as grades. I’m trying to tip honk what I could do to help everyone in the class because the environment is so not ideal.
I’m going to start memory sing or play as a skill goal, also music terms, reading rhythms and play, scales.
So I can let all students choose how to show their skill by saying, showing, singing, or point to.
For terms I have posters so for temp I can have them show me in action fast or slow by moving their bodies.
For I’d instruments, I made magnet pictures of instruments and will have students listen then I’d which instrument made that sound by pointing, speaking.
They can sing the scales or move hand from low to high and high to low to show movement up/down the scale, or point to each note as we sing up and down.
Memory will be tricky so simple rhythms, follow other students so will have it demoed for them multiple times. If they can’t play with a rhythm stick someone can play and they point to the rhythm image on board.
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Roy Mitchell Posts: 6
1/6/2022
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I had a student in the past that had a disability where she was not able to use her hands due to an accident. This student also had an aide that traveled with her to her classes. I made use of the technology in my classroom. I have a class set of iPads. I took my written assessment and configured it to multiple choice for the student. The student was able to read each question and tell her aide each answer and the aide was able to assist her in answering the questions. It turned out to be a successful accommodation for the student.
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Marilyn Krug Posts: 3
1/17/2022
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I have had several students in the past that have trouble learning to play a song on the recorder. Everyone in the class must learn to play certain notes by the end of each quarter by performing in front of the class. When my ESE students are playing, I will try several options. Option 1 is to play the song in front of the class at your own speed (many times with help). Even if the sound is not great, I can see if they are fingering the notes correctly. For students who are socially anxious, Option 2 is to play with a buddy or group while I watch closely what they are playing. Option 3 can be an adaptive recorder and/or playing privately for me while the rest of the class is working on another song.
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GaJauna Jackson Posts: 3
2/18/2022
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I have used various assessment accommodations for the disabled students I have taught and currently teach. In the past, I had a student who was visually impaired (blind). When it came time for paper/pencil and/or multiple choice assessments, I would read the directions and answer choices to her and then she student would tell me the answer she chose. Some of my current students are Language impaired (non-verbal). For those students, whenever there are assessments, I use visuals and have students point to the picture that represents their answer for the test items.
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Tristi Wren Posts: 3
2/18/2022
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I taught a student with cerebral palsy who was unable to write due to lack of fine motor skills in her hands. When writing melody, the rest of the class used staff paper and a pencil. To accommodate my student and her disability, I provided a large laminated staff and notehead manipulatives that allowed her to place the notes in the correct place on the staff to demonstrate her understanding. She was able to show her work to her peers, and since she was very good at singing and melody, it was helpful for the class as a whole to see her answers.
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John Wren Posts: 3
2/22/2022
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I gave an assignment where students were to categorize common orchestral instruments into the four instrument families. A student with autism would struggle with this assignment unless I adjusted his assessment. To accommodate him, he was given less options to choose from. For example, when shown the clarinet, instead of having all four families to choose from, I only showed him the woodwind family and the percussion family. These two drastically different families allowed him to process the differences between the two without becoming overwhelmed. He was very successful when given a smaller amount of possible answers.
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Grisel Lussier Posts: 3
2/28/2022
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I have had a few students with ADD in my music class. I always keep a routine going so that they know what is expected. I use reflection and comparisons in class. I help those with disabilities to keep focus and connect with the words from the songs by using movements to help them remember the lyrics. It also helps when learning rhythmic patterns to have them clap it or stomp it in order to feel it the rhythm being learned. Music is a great way for those who have disabilities to feel creative and way to let themselves go.
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Kimberly Molineaux Posts: 6
3/8/2022
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I have a student who struggles to write especially in a time sensitive class like general music. While the other students are reflecting on a performance using a written version of a feedback sandwich, I have him tell me the strengths and weaknesses verbally. This enable me to fairly assess their knowledge of vocabulary words, and listening skills.
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