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Victoria Fisher Posts: 6
3/4/2023
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I have found using colorful and large pictures really does helps. Most of the time, the other students like the larger pictures, as well. Robert Surroca wrote:
One way I have adapted my classroom for an assessment for the visually impaired is orally asking questions and choosing those students that raise their hand. I would create 2-4 choices to decide upon and every student has to raise their hand to choose the correct answer. This allows me to know which students understand the material taught in class and what to grade them based on their correct answers. In addition, I've created quiz questions that are accompanied by pictures of instruments. Those students would have to circle the correct instrument that belongs to the indicated family. Looking at various pictures allows the students to pick and choose and will let me know if they understand the material discussed in class.
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Vera Posts: 5
3/18/2023
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- My example of adapted assessment that has been successful in my Music classroom for students with disabilities is reading orally to the students on a quiz and allowing students to respond orally their answers back if it is my formal teacher-made quiz.
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shirley callandret Posts: 4
3/20/2023
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In the past, students who had learning disabilities with note reading. I would modify my lessons, by using color coded notes help the students to identify each note. In addition, I would modify my lesson by using hand on activities such as place their hands vertically next to each ear and their head will be the notehead; therefore, it is a line note. If you place one hand above your head and the other below the chin it is a space note.
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shirley callandret Posts: 4
3/20/2023
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In the past, students who had learning disabilities with note reading. I would modify my lessons, by using color coded notes help the students to identify each note. In addition, I would modify my lesson by using hand on activities such as place their hands vertically next to each ear and their head will be the notehead; therefore, it is a line note. If you place one hand above your head and the other below the chin it is a space note.
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Sue Fliss Posts: 4
3/22/2023
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I have a class with all D/HH students plus two interpreters. They range from 1st grade to 5th grade. We were working on rhythms using quarter notes and eighth notes and I was teaching them to read them using 'Ta' and 'Titi'. A few of the students can speak clearly and were asked to say the words and all of the students were asked to sign using alternate signing that the interpreters came up with. We first composed our own rhythm with each student coming to the board to select their rhythm and, once the rhythm was complete (16 beats), we read and signed the rhythm together. Even the youngest in the group were able to contribute and sign/say the rhythms. We do this activity quite frequently and the students have a strong sense of accomplishment. One student, a second grader, is very far behind intellectually and is completely deaf, doesn't speak and rarely signs, but she enjoys this activity and she participates just as well as the other students in the class.
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Tracy Torrance Posts: 5
3/26/2023
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A few years ago, I had an ASD student with praxis. He loved to sing and had a good voice. However, when we worked on solfeggio he would get very frustrated because he struggled with the hand signs. He could demonstrate them slowly one at a time, but became angry if he “messed up.” He also was diagnosed with OCD and would insist on starting over again instead of continuing where he left off. I knew he could sing the scale correctly in solfeggio, so instead of having him physically do the hand signs, I gave him a stack of magnets with the hand signs on them and asked him to put them on the white board in order. After he did that (correctly, I might add), asked him to sing the scale (ascending and descending) and point to the correct hand sign as he sang. He could also follow my hand signs singing the correct pitch. Amazing kid!
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Danielle Zier Posts: 3
3/29/2023
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I teach our ACCESS points class where the students are in a full time self-contained unit due to severe cognitive or comprehensive disabilities. For assessments in their class I have students who are non-verbal use movements, dancing, playing instruments, drawing pictures, or manipulatives to demonstrate understanding of what we are working on whether it is maintaining a steady beat, repeating simple songs, and performing.
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Steven Armstrong Posts: 3
4/6/2023
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Option 1 - I have used adaptive assessments with students when doing playing tests. I have altered the test by shortening it, simplifying it, and adjusting the notes when it is something the student is struggling with.
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Courtnee James Posts: 3
4/25/2023
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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.
With completing a test with a blind student, they were able to complete a listening test to see if the music changed or not or even what has changed with the music. Whereas the student could identify whether or not something happened with the music and they were able to answer the questions verbally. There are a few students who are not able to speak and they are able to do dance moves to music and use crayons and draw pictures. It is good to condense and keep the assessment really simple because the student did acquire it completely.
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Katie McGuire Menges Posts: 3
4/26/2023
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Today, a 1st grade ESE class was finishing their unit on orchestra instruments and families. While I know they would not be able to take the same assessment the general education class was taking, they could still demonstrate retention of information. I have a set of cards with instruments on them and the instrument name. The students had to tell me one fact and the family it belonged to. When they got it correct they came to me, got the card and a high five and brought it back to their seat. When all cards were completed, we had a few minutes left, so we grouped all string instruments together (highest to lowest), then woodwinds, brass and percussion (based on how the instrument was play- shake, hit or scrape). I was amazed at how fluent they were and much then enjoyed their 'test'. What a treat!
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Sherry StPetery Posts: 3
4/29/2023
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A use alternate assessment with my students playing and singing, by using our leaving management computer system. Students can record themselves and send their video or play/sing in class. Have found that students prefer the individual recording performance and students complete more songs and also then listen to their own performances. Students also have access to a variety of puppets can use to demonstrate their singing voices. A have quite a few ASD students who are not very verbal do singing very successfully with imaginary play and sometimes games.
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Richard Wright Posts: 5
4/30/2023
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In assessing students on the autism spectrum I have found that if I break the skill down to its basic components and slowly work through the skill we can achieve success. This occurred while playing recorder with 3rd students, some who were on the autism spectrum. After playing b,a,g for 5 weeks I still had some students that were unsuccessful at playing Hot Cross Buns. I found that they were over blowing, not using their tongue to attack the note, and erratically moving their fingers. I took each step beginning with gently tonguing b, covering the holes completely, and achieving the correct tone before moving to the next note. It was slow moving but afterwards the student had a better understanding of how to successfully play the piece, the gratification of having done so, and a white bead on her pipe cleaner to represent the first level white recorder karate belt.
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Katherine Olson Posts: 3
4/30/2023
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In my classroom I often use manipulatives to have students do their own music compositions. Some students who are unable to physically move the manipulatives are either paired with a student partner or I work with the student to verbalize their composition so I can recreate the composition for them using the manipulative. Then the student and myself play the composition to ensure that what I dictated for them is the one they chose to articulate.
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Marissa Rollins Posts: 4
4/30/2023
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I have students who are English Language Leaner's (ELL) who are innately musical, however, they struggle to understand the instructions on written assignments. During assessments, I allow those students to quietly raise their hands (if it is a written assignment) to have instructions read to them as needed. Another assessment that I used was for a student who had an orthopedic disability (wheelchair bound and cannot hold arms up) in my violin class. All students are expected to do performance assessments. We were able to have this student's one-on-one aid hold a kalimba still lying on the student's lap. The student would then adapt the musical notes from the violin onto the kalimba so musically they could participate fully.
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Jennifer Goodale Posts: 6
5/12/2023
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For informal assessments in Media, we often play gameshows to demonstrate student understanding. These have been very successful with the visually impaired students that I teach. I am able to control the size and color of the font as well as incorporate auditory cues when they get an answer correct or incorrect. The students really enjoy this type of informal assessment.
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Jennifer Goodale Posts: 6
5/12/2023
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I like how you modified what was expected from this student and provided an alternative assessment that he could complete successfully.Julie Hebert wrote:
I taught a hearing impaired kindergarten student who attended music with an interpreter. The student was not completely deaf, but had severe hearing loss. I planned an assessment on percussion instrument timbre that included playing un-pitched percussion instruments while standing behind the piano (so students could not see the instrument). The purpose was for students to correctly identify the instrument being played by identifying the instruments' timbre. To accommodate the student who was hearing impaired, I had him sit with his aide next to the piano so that he could see the instruments. This made the assessment a level 1 task for him because he was only identifying the instruments by site.
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Jennifer Goodale Posts: 6
5/12/2023
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I taught a selective mute student for several years. When accessing what he learned, I often used response cards because they allowed him to write down what he learned instead of replying verbally. Another way that I performed assessment was with an online gameshow on his chromebook. The student was able to select the correct answer in the game show and did not have to answer verbally.
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Jennifer Goodale Posts: 6
5/12/2023
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I am going to try that with my students as well. I have several students that can not focus for large amounts of time and I think this may help them a lot.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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Crystal Pekoe Posts: 6
5/19/2023
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One example of an adapted assessment I have used for students with disabilities is when assessing recorder playing and note reading skills. Some of my students with special needs attend class with the upper grades, but the fine motor skills that recorder requires can be challenging. I have found a few different ways to do an adapted assessment with these students. One way is by giving them a Glockenspiel to play the melody on instead of recorders. This shows me that they are learning how to identify and read the notes, but doing it on a Glockenspiel shows that they can play the melody. If I want to assess my students on recorder playing, I will do one of two things. Sometimes I will have them just play one note, instead of changing notes. I have also recently been experimenting with the NUVO recorders. This has provided great success with my students with special needs, because they don't have to cover the holes. Instead they just press each key down.
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Michelle Manzi Posts: 3
5/22/2023
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In my assessment of rhythm reading, I had the students clap and count the rhythms out loud independently. My student with CP had some difficulty clapping but was fluent at tapping the beat with a mallet on the wood block. I had her use the mallet and the woodblock to tap the rhythm while she counted it out loud. I gave the entire class the option so that she wouldn't be singled out.
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