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Becky Berry Posts: 3
3/15/2022
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I have students with autism for whom I can assess their vocal performance as they read and follow the song lyrics displayed on the large screen at the front of the room. I also have my students point right or left using the large screen assessment device when quizzing them on instrument identification as this is a quick assessment tool. A response card where the students simply point to the answer they choose on the card that I hold at the door on the way out is a great way to assess as the students exit the classroom.
edited by Becky Berry on 3/18/2022
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David Schwartz Posts: 3
3/18/2022
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I have had students who despite the introduction and review of material, still have had difficulty understanding and implementing the information in the playing of an instrument. I decided to create opportunities for 5 minute after school evaluations and assessments by asking them to tell me basic information about reading music and application to their instrument. I asked them to tell me the names of their strings and how the pitch would change if they put a finger down. I also evaluated their understanding of the names of the notes on the music staff for their particular clef. Some realized that their understanding was falsely based on their understanding from piano clefs or just treble clef (viola students). Some just hadn't made the connection between note names on the staff and their placement on the instrument. The five minute assessments helped them to make that connection.
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Christopher Walsh Posts: 3
3/18/2022
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I currently have a student with a visual impairment that prevents him from drawing what he conceptualizes. His ideas are very detailed but he cannot draw much beyond stick figures. It was very frustrating for him. I have told him to just draw his idea to the best of his ability and we discuss it afterward. He feels better about himself and the drawing class in general.
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Jill Neron Posts: 3
3/27/2022
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Within a given class, I usually have several students with disabilities, including emotional/behavior disabilities, autism spectrum disorder, an intellectual disability, visual impairments and ADHD and ADD. In planning lessons, I try to keep our routine the same so that students know what to expect within the class and when each component will occur. I use a multi- sensory approach, so that students can demonstrate their knowledge in a way that plays to their strengths and abilities. For example, while completing vocal exploration tasks and assessments, I will include visuals and ask students to gesture to show the path of the pitch, that way students who might struggle to replicate the pitch through singing, may visual show its direction through movement and gestures and/or identify the correct visual model. I follow a similar approach with lessons on form, where students are assessed through listening, singing, movement and written methods with additional modifications as necessary, so that all students can demonstrate their knowledge and feel successful.
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Gregory Gafford Posts: 3
3/29/2022
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I have a student currently who is very highly functioning with autism. He can get very frustrated sometimes when those around him are playing something on the instrument we are using and. he is unable to play it. Often times when we are playing individually for assessments, I will assess him while others are working individually or in groups, as well as pair him with a group that can encourage and help him and assess each other while working on making it better. Assessing this student individually when others are working and not listening and providing music directly in front of him, instead of on the screen has been very helpful in his development musically.
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Gregory Martin Gafford
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Lindsey Manring Posts: 5
4/6/2022
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An example of adapted assessment that would benefit an entire differentiated classroom is response cards. The pressure of taking a quiz or test is off. Students are comfortable to use their devices, white board or chalk board to participate. When we've turned this into a game it really increases their level of interest. While the teacher can learn so much from this quick glimpse, the students are engaged and all students are reached.
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Christine Jackson Posts: 2
4/6/2022
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I have used response cards with my music classes. This allows for all student to feel comfortable sharing their responses in an easy way. They can hold up their correct response. My kids love writing their response on a white board and holding it up.
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David Hammer Posts: 3
4/10/2022
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I have a student with impaired hearing who needs extra time to respond. He does very well when he can hear what to do and when he has adequate time to complete the tasks. When we have a quiz using our keyboard lab system, we use an individual transmitter that connects directly to his cochlear implants, allowing him to clearly hear my instructions and the musical examples to which he must respond. I allow him extra time to answer each item, and he signals me to let me know he is ready for the next item. The combination of these accommodations has allowed him to continue to progress and meet the regular standards of his grade level, and it has enhanced his self-esteem as well.
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Sabrina Browning Posts: 4
4/12/2022
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In a music classroom we have the ability to be flexible in the way we assess our students. I find that performance based assessments work the best for a variety of disabilities. It allows me to differentiate assessments on the spot depending on the student. I used my smart board to allow interaction with students who need the visual and kinesthetic elements. For students who are nonverbal they are able to come to my computer and point to the answer and allows more of a one on one testing environment.
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Rebecca Colon Posts: 3
4/15/2022
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Option 1:
I have used Assessment Accommodation and Evaluating Fairly with students with specific teaching disabilities and autism. Once the accommodations suggested in the EIP have been reviewed, this has been rounded into a fair evaluation where the student manages to reach the goal as well as his peers but with the suggested accommodations. Such as additional time, true and false, and multiple choice instead of open questions, reading instructions aloud, among others.
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Danelle Eckhart Posts: 2
5/13/2022
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I have used choice cards. The students had multiple cards with answer choices and held up the correct answer to where only I could see. This helped students to feel more confident in their answer choice.
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Frank Windham-Milton Posts: 3
5/16/2022
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I borrowed cones from the Physical Education Department. A cone was placed in each corner of my classroom to represent a different voice type. The options were Whisper, Talk, Shout, and Sing. The Class was brought to the center of the classroom and was instructed to use walking feet to safely select a cone that they thought was the correct answer as the musical selection was being played. My student has Autism. I made sure that the Bluetooth speaker was not too loud as students began the quiz. When the music stopped, the class had to remain at the cone. Students who selected the wrong answer was out and the remaining students played again. It was a great way to distinguish voice types and students could not wait to quiz again.
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Frank Cedric Windham-Milton
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Anthony D. Barfield II Posts: 4
5/24/2022
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I think "evaluating fairy" is probably one of the assessments that I have to continue to keep in the forefront of my mind when grading an assignment. If I do a reflection from a music video. The expectation and direction tells the student to give a minimum of 150. So there can be some content to there thought on a particular video. I would have to keep in mind of some of my student with certain disabilities can only articulate less than 10 words. If that much. So my fair evaluation has to meet them where they are at.
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Keith Schuman Posts: 3
5/26/2022
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I have used project-based assessment during a unit on musical composition. The lessons & assessment were whole-class based. The class included students on the Autism Spectrum. During the unit, we studied different patterns of composition (for example ABACA - where each letter represents a different musical phrase/pattern). The students learned about each pattern, then performed them on the xylophone. The assessment was for each student to create his or her own composition by reconfiguring the musical phrases in their own unique order, then to perform their composition. This assessment type allowed for the creativity of all students, and did not single out any students with disabilities. Rather, they were able to let their unique creations stand side by side with the rest of the class to be equally appreciated.
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Donna Vojcsik Posts: 4
5/27/2022
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I had ASD students who could not master any recorder notes besides G, A, and B. When we did recorder karate, I created new belt levels for them that included songs with those 3 notes. They were able to reach black belt and feel successful. They enjoyed music class and loved earning belts.
Another evaluation strategy I have used is passing out cards and students have to sing back their answer. It is presented in the form of a game and is a great way to evaluate singing skills. Of course, for some of my more severe ASD students, we applaud them just being able to make any sound! It is fun and easily adaptable to every unit, so students never even realize I am constantly evaluating them.
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Elaine Ashley Posts: 3
5/30/2022
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When I give a written quiz, students who receive help from our Resource Teacher are invited to take the test up to her room. This gives them additional time, less distractions and, if needed, she can read the questions to them. I also make every effort to read all questions aloud when first handing out a quiz. I walk around the room and check that everyone is able to understand the questions. I give hints too, as I want them to succeed.
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Candace Travis Posts: 4
6/13/2022
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I have had several students with vision needs and would have to change their seating in order to see the board clearer several times during the year, I would also have students with sensitivity to the loudness or type of sound and they would wear some head phones for a time or have their seat moved.
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April Laymon Posts: 5
6/15/2022
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One example--In future, while giving a test on orchestra instruments, I would allow special needs (specifically) students to use pictures of instruments to answer questions on an instruments of the orchestra test. They would have seen the pictures/icons previously on listening examples, and music activities where we sorted and grouped instruments based on family characteristics. This, of course, could be expanded in a variety of ways--character icons to go with a Peter and the Wolf lesson; sound icons (pictures showings thing that are loud or soft) to go with a dynamics lesson, etc.
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Ron Lambert Posts: 6
6/26/2022
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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.
Again referencing my blind student who was above all a highly-achieving musician and wonderful music student, because his real time writing involved the use of braille and other alternative methods, I would often times have him perform rhythmic or scalar passages that demonstrated the expected knowledge that other fully-sighted students demonstrated on written tests. I often times would also use him to perform excerpts because he had perfect pitch, and could demonstrate examples for oral exams, expanding his confidence and their respect for his unique abilities. They worked together in an alternative fashion to meet wholly-expected outcomes!
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William Ronald Lambert
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Jennifer Karol Posts: 3
7/25/2022
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have a student that has down syndrome and some other cognitive disorders. She does not participate very much during music activities. She is not one that will sit in a chair unless it is in her stroller/wheelchair. She often sits on the floor and will sometimes wander a bit, but isn't a distraction to others. When working on assessing whether the students can keep a steady beat, I allow her stay where she's most comfortable. She likes to hold objects so I'll let her hold a xylophone mallet or a pointer stick (her choice) instead of having her pat or clap. I help her keep the steady beat with the mallet and give her opportunities to do it on her own. I'll watch her carefully to see if she is getting the beat at any time during the activity. Many times she's not responsive, but occasionally she will join us and show that she can do it.
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