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Georgia Haymans Posts: 3
6/19/2017
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My first year teaching, I had a hearing impaired unit of children I taught. This was a big challenge for me since I teach music, but we adapted assessments through using feeling instead of hearing, and the interpreters to be my voice.
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Maribeth Mundell Posts: 3
6/21/2017
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Option 2:
I have a student with ADHD who would, in my class (and does!) benefit from additional time for focus and a separate testing location from his peers for minimal distraction. Some of my assessments include a reacting to songs heard, and headphones, and this particular student has a tough time sitting still during class, let alone when music starts! I feel for music assessment, he would benefit from the extra space and time in which to focus (not to mention a lack of peer audience!)
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Deborah McBurney Posts: 3
6/23/2017
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One of my favorite students, was a bright girl with moderate orthopedic impairment due to cerebral palsy. Although ambulatory her movements involved a great amount of spasticity; which resulted in severe speech impairments. Her ESE placement was in a self-contained PI/OHI classroom, but from kindergarten on up to 5th grade, she and her classmates always attended music class with an appropriate age basic education class. She was always willing to answer questions but her articulation difficulties, confined her answers to "yes" or "no", with a head shake but anything else, including her singing was unintelligible, which caused my heart to break! Because of her eagerness to participate and respond along with the other students it became my mission to create a variety response systems, she could use to share her answers and before long all members of the class realized how bright she was and her self esteem blossomed!
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Paul Quintero Posts: 3
7/22/2017
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I have a student that is visually impaired. When we were learning what different notes looked like, I taught her how to make the shapes of the notes with her hands. Then when I had to assess her on note recognition, I simply asked her to make the shape of the note for me using her hands and she did.
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Raymond Vans Evers Posts: 3
7/28/2017
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Cooperative Learning is very useful in my room. When introducing a new song to my first graders, including some who have Learning Disabilities, we pair off (making sure strong students are with weaker students), and go through the song note by note on our violins. This enables me to circulate, praise, correct, and generally get a pulse of the room. It's especially helpful to be able to confront wrong notes or position in a non-confrontational way. Same goes for recipriocal teaching.
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Shelley Wishart Posts: 3
8/2/2017
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I had one child come through my room who was very good at writing music notes once he knew what they were. The other children were having to read a pattern from the board outloud but this one child wasn't very verbal when asked a specific question. I gave him a piece of paper and said a pattern to him and he was able to write it, look at it, and then said the pattern out loud without prompting.
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Brenda Pence Posts: 3
8/4/2017
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One of my students is on the autism spectrum, with auditory sensory issues. He also has great difficulty copying vocabulary from the screen. The accommodations for these issues are 1) the student wears headphones to dampen the sound during Music Class; and 2) I print a copy of the vocab words for him to keep in his binder. He has "good days" and "bad days", but overall, he has been successful in Music Class.
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Kim Dickman Posts: 3
8/16/2017
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A successful method of assessment adaptation has been to use cards with rhythm symbols pre-printed on them and have students select the appropriate cards and arrange them into the four beat pattern that is being played instead of writing them on a white board. This works well for students who are unable to draw symbols easily due to orthopedic impairment. One of my non-verbal, non-ambulatory students was able to indicate with head movements which card should be placed next in the sequence to his paraprofessional assistant.
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Heather Hatfield Posts: 3
8/21/2017
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In my classroom, I have used preferential seating for students who have trouble seeing clearly and also read each question on the assessment aloud. These strategies help all of my students to do their best work whether or not they have disabilities. In addition, I monitor their work as they complete each question. Each question is posted on the screen to enable everyone to answer the same question at the same time. Students give me a "thumbs-up" sign when they are ready to proceed to the next question. This gives all students, especially those who have trouble concentrating and processing information, a little extra time to respond. For those who need even more time at the end of the assessment, I allow students to ask for particular questions to be repeated, if needed.
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Kathryn Frericks Posts: 3
8/27/2017
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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 variety of students in each of my classes. For each of my quizzes/ tests I print a hard copy for any student who needs a paper based accommodation. I will work with a small group for any of my students who need to have their questions read to them. For my students who are being assessed on Access Points, I am developing response cards with visuals so they may point to their response. In addition, as a class, we use Plickers for checking understanding. This has allowed for each student to participate in a response, no matter their capabilities. I particularly like the collection of data that is gained from the Plickers. (My students create a name plate for the semester, and the plicker assigned to them is attached to the back for ease of use)
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Erin Thomas Posts: 3
8/28/2017
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In my classroom, I have a student with autism that comes to my mind first! We have developed an incredible relationship throughout the years in music and he has really come to show how much he loves music and how much he trusts that I am there to make sure he succeeded at all he does! When we were studying strong and weak beats and meter in music, while most students simple had to notate the time signature and where the strong and weak beats fell, he used my strong and weak beat characters and organized them to show me the meter of a song. These characters were taken from a Quaver learning video that he absolutely LOVED and always talked about in class. After completing the assessment I allowed him to keep the character cut outs and he brings them to class every time he has music!
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Jay Chris Hardison Posts: 4
9/2/2017
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Heather Hatfield wrote:
In my classroom, I have used preferential seating for students who have trouble seeing clearly and also read each question on the assessment aloud. These strategies help all of my students to do their best work whether or not they have disabilities. In addition, I monitor their work as they complete each question. Each question is posted on the screen to enable everyone to answer the same question at the same time. Students give me a "thumbs-up" sign when they are ready to proceed to the next question. This gives all students, especially those who have trouble concentrating and processing information, a little extra time to respond. For those who need even more time at the end of the assessment, I allow students to ask for particular questions to be repeated, if needed.[/quote
] I have used the same approach with students allowing them to view the question in a powerpoint presentation as I read the questions allow. Most often, a student who has delayed literacy issues will not be successful in other subjects that do not support their ability to read the questions or answers.
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Dretha Fennell Posts: 3
9/14/2017
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The following are successful assessment accommodations I have used with my students with disabilities...
- A blind student was given instruction on identifying instrument sounds. I told her the name of the instrument, played it for her, and allowed her to feel of the instrument, and gave her the opportunity experiment with making sounds on it with my assistance. To assess her understanding, I played the sound of an instrument she has experience with and she was able to tell me the name of the instrument that was making the sound.
- SLD students were given extra time to complete a written assessment with prompts noted on an individualized test paper.
- A student with language and physical impairments pointed to icons the class had learned to represent voice choices (Whisper, Sing, Talk, Shout) on an identification assessment. She responded one-on-one with me.
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Lisa Turner Posts: 1
9/18/2017
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I have had a number of students that did not have all their fingers. This may not specifically be addressed in IDEA, but it is a problem when playing the recorder, nonetheless. Some of the students were able to adapt a different way to cover the holes on the recorder. I also gave them an alternative part that used only the hand that had more ability. At times, I let them play a drum or xylophone part along with other students so they wouldn't feel singled out. I have since heard that there are recorders made for disabilities of the hands. Each hole can be turned and glued together for that student's needs. It still may be difficult for students with missing fingers.
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Rainy Barton Posts: 3
9/21/2017
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In my class, the students often take written tests to assess whether they understand that musical concept or not. I have an autistic student that freaks out at tests, but loves to write in a journal. One day, I asked if I gave them the questions to the test and instead of picking the right answer like a test, they would like to be able to write them all down in a journal like an entry, and they loved that. Now, they are one of my top students in the class, and can participate in all aspects of the class now, because I found what works for them. I also use the app kahoot in my classroom a lot, as it is fairly accessible to students of all types. I always make sure to have the answers be picture based in order to help my students with disabilities find the answer more easily.
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Lorianne Cabrera Posts: 1
9/21/2017
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I had a student that was legally blind. He had a one on one who assisted him with traveling around campus as well as utilizing a braille device. I taught a listening lesson in which students had to represent visual images created by the music they hears. The class was required to use watercolors to paint whatever they envisioned. They then had to display and describe their creation to the class. I had the student with the visual impairment use a brush with plain water in a designated area on the tile floor. He listened then "painted " his image on the floor and was able to describe his creation and the musical elements that inspired him. He was very much very involved in the learning process and able to demonstrate his understanding of the musical selection.
edited by Lorianne Cabrera on 9/21/2017
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Jovanna Magersuppe Posts: 3
10/2/2017
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I once had a Kindergarten student with Selective Mutism. She would not speak, sing, or make a peep in my room (or anywhere at school). Since I take attendance in Music class by singing each child's name, she wouldn't participate. After we sing our names, the students go to the Orff instruments to warm up for our Rules Song. I would sit by her and have her respond with her name - first by mouthing it, then eventually whispering in my ear, and then, finally, singing quietly in my ear. After the year, and accordingly, years, went by, she became more and more comfortable in my room, eventually singing in front of others and even participating in 5th Grade Chorus. I just had to take her aside each week and have her go at her own pace, building her confidence with this accommodation. Technically, the accommodations I was using were: Taking the test in a separate location, and Individual administration.
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Jennifer Gonzalez Posts: 3
10/11/2017
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I currently have/have had a student for several years who has Intellectual Disabilities and Developmental Delays in my classroom--he really loves to play instruments but the difficulty level for him is not appropriate, so I often give him a buddy to help him play (especially because he has some trouble moving at the necessary speeds or he can't hold on to the instruments because of his size) but I often work with him one-on-one as well. It took a lot of repetition and modifying through the years, but he has actually gotten to the point where he can follow along on most of our playing work (with slight modifications, of course) and can even be used as a model/example of steady beat work for the rest of the class.
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Jennifer Gonzalez Posts: 3
10/25/2017
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I have had a few students with auditory processing disorders, which made it difficult for them to understand some of the topics we were covering in class. When we did assessments I would pull students to the side and review concepts with them, working one-on-one, and anytime we had a written assessment I would again work individually with the student in order to ensure they understood the directions and processes in order to help them succeed. This meant that anytime I gave the rare-written assignment or quiz, I worked with students on the side so I could repeat instructions and test their recall/understanding of the assignment and I would sometimes even have students take their tests in my room alone in order to minimize distractions that would affect their auditory processing.
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Kathleen Morrow Posts: 3
11/8/2017
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I have a student that is non-verbal. When asking questions most of the time I require a verbal response. With this student however, we have worked out a system of hand signals that are easily recognizable to everyone in the class for high/low, loud/soft etc. This has enabled me to assess this student in a way that is comfortable to them and easy to understand for me. It also shows the other students in the class tha everyone is capable as long as they are willing.
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