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Carol Pollock Posts: 3
4/9/2018
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Choose One(1):
- 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.
- Option 2: Think of a music student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her music learning. Share your response in the threaded discussion.
I choose Option (1).
In the past, I had a student who had a physical disability where not all of his hand/fingers were fully formed. He did quite well on the recorder, as I purchased an adaptive recorder for him to work with. When we got to guitar, however, was much more challenging. In order to make it work for him, he had to lay it flat like a slide guitar because he couldn't hold it. As he was a very bright child, he was able to figure out how to adapt his playing style to press down on the strings of the left hand, and use the part of his right arm to strum. He was able to perform most of the chords we were working on successfully, as long as they were adapted to one finger chords.
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Kristen Lewis Posts: 3
4/11/2018
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I use Recorder Karate with my fourth grade students. I have one student with Cerebral Palsy who has trouble covering the holes and blowing gently to make the notes come out. I have adapted his assessment to simply covering the correct holes without blowing into the instrument. I have also worked with him blowing into the instrument gently while I cover the holes so he can hear his own instrument making the first 3 sounds.
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Nadia Sawa Posts: 5
4/12/2018
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I use "Exit Cards" quite often as an assessment tool. Generally used in my classroom as post-assessment, the exit cards help me to see what my students have grasped from the lesson and what I need to re-teach. Once I have determined what needs to be re-taught, I can change my lesson to better meet the needs of the students as well. There's no need in focusing on what they got, rather I focus on re-teaching the little nuggets they simply didn't grasp. I have found this to be an effective assessment tool for all of my students including students with disabilities.
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Jessica Barker Posts: 3
4/13/2018
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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 provide a Pre-Test and Post-Test Music Theory Assessment with my 4th Grade students. It is a written assessment. Last year, a student with a learning disability had a testing accommodation that allows for more time. In order to make this accommodation, I allowed the student to continue the test in my classroom during a Planning Period. I interviewed the student previously and knew that she understood the material - she just needed ample time to complete the assignment.
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Tyler Hudson Posts: 3
4/22/2018
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One student that I worked with had difficulties with written expression, however, he was easily able to demonstrate knowledge of time signatures by performing them. Worked great for that lesson.
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Katherine Rafalski Posts: 3
5/2/2018
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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 had some non-verbal students who were in my ESE class. I used with them a smartboard game to assess if they recognized and knew how the pitches sounded and in what order they should go. Another type of assessment I used with that particular class was for reading then playing. I wrote rhythm patterns on the board and would write it in multiple ways so that students could read either iconic or exact language depending on their ability.
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Tamara Castellon Posts: 3
5/3/2018
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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 students who are developmentally delayed and who do not possess the fine motor skills to hold a pencil/marker well enough to notate, I have had great success in accommodating them by either using manipulatives (cards with the notes on them, blocks with the notes on them, etc.) or technology (Noteflight, SmartBoard software, etc.).
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Bruce Scott Posts: 3
5/6/2018
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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.
When teaching Middle School Band, I had a student named Ann, who had fairly good motor skills with her hands, but was confined to a wheelchair. I had several thoughtful discussions with her and her mother to determine which instrument to play. We also tried a few instruments and the clarinet was finally chosen because of accessibility and exercise factors. I had her use a neckstrap (usually for saxophones) to help her hold the instrument. She enjoyed being part of the band and was assessed based on a subjective combination of effort and achievement. It seemed to help with finger dexterity and also provide cardiovascular exercise. I do not remember what caused her condition, her bother had the same condition, only much worse.
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Crystal Pekoe Posts: 6
5/11/2018
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Option 1:
I have many students at my school with Autism. When assessing what they know in my music classroom, I have had great success with response cards. Sometimes I have them hold up the card that they think is the answer or sometimes I will have them point to the answer.
With Recorder, I have recently had great success with these students by putting a piece of tape on the back hole and just having them focus on the first 3 fingers for B, A and G. I have found that some of my students with Autism have trouble playing the Recorder due to the fine motor skills it requires.
Another idea that I have not yet tried is using a device called the "Makey Makey". This is a device that allows the user to make connect everyday objects to computer software. So, you could make a piano out of fruit or you could make the pitches B-A-G out of play dough. If a student was unable to play the Recorder, they could use a "Makey Makey" to play the notes on the staff. This would assess their knowledge of the staff and reading music.
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David Norris Posts: 3
5/11/2018
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I have an ASD class that comes to music once every eight school days. The students are non-verbal, but communicate through gestures and emotive sounds. I brought in a box of pvc elbow joints for the students to talk/vocalize into one end while the other end was near their ear. The assessment was how verbal they became after hearing their own voice.
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Holly Cady Posts: 3
5/13/2018
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In the past I had a student with severe orthopedic impairments with frozen joints. I bought a multiple piece recorder from West Music which allowed me to customize the placement of finger holes to line up with the student's fingers so the student could play 'like the other kids'. With my current ASD students I use balls and other sensory objects for them to respond as they move through the classroom. One student who rarely participated is now operating my smart board regularly in class as we play recorder songs. The gen ed students follow wherever the ASD student takes them. The ASD student now is using facial expressions and body movements to represent lyrics of songs.
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Shirley Andrews Posts: 5
5/17/2018
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Administrator wrote:
Choose One(1):
- 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.
- Option 2: Think of a music student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her music learning. Share your response in the threaded discussion.
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Shirley Andrews Posts: 5
5/17/2018
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I had a student several years ago with LI. He had difficulty in processing the verbal assessment instructions( popsicle stick four beat notation of eighth, quarter and quarter rest) and would shut down. I placed him beside me in the group circle. He had no one on the other side of him for distractions. I used a lap board to represent the measure. I repeated instructions to him and together we discussed how to begin the assessment. I gave encouragement and praise for a successful response. He rarely needed that much assistance from me again once he learned the process of the assessment.
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Nancy Rogers Posts: 3
5/19/2018
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I teach a couple of students with autism who are non-verbal. One assessment accommodation that I have used successfully is response cards. These cards allowed the students to show their knowledge of the subject matter without having to speak.
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Stephanie McNaughton Posts: 3
5/21/2018
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Right now I have a student who can only hear out of one ear. He often lets me know when I am not talking loud enough or the music examples aren't loud enough for him to hear properly. I could assist him during assessment by showing videos with the closed cation feature on. I could also assist him during assessment by using sign language during a listening piece or turning the closed cation on for the audio recording.
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Alexandra Mirocha Posts: 2
5/21/2018
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I have a student in third grade with an orthopedic impairment. We in addition to using response cards, we used a larger pencil that was easier for her to hold. When it came to playing tests, I created modified mallets that made it possible to play with both hands. I used the OT teacher’s help to create these modified mallets.
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Deirdre Hunt Posts: 3
5/21/2018
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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 have several students with autism. I have three paraprofessionals in the classroom with me. We often use the SmartBoard and sensory board for responses to the music. We use partners to explore in learning centers and our new iPads from HEAL have been so beneficial for our students to answer our questions. This year our students were assessed with the general education classes in our District Resource Test-EOC. I am anxious to see how they scored.
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Deirdre Hunt Posts: 3
5/21/2018
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David Norris wrote:
I have an ASD class that comes to music once every eight school days. The students are non-verbal, but communicate through gestures and emotive sounds. I brought in a box of pvc elbow joints for the students to talk/vocalize into one end while the other end was near their ear. The assessment was how verbal they became after hearing their own voice.
I love that idea! Thank you for the idea.
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Ethan Sapp Posts: 7
5/25/2018
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I have an ESE student who I've assessed by allowing him to demonstrate his proficiency and understanding of a concept. For example, while studying tempo and rhythm, I had the student play on a drumset. At times he played freely, and at times, I had him mimic what I was doing on my drumset. Although he had aspeech impairmaent, I could tell that he was gaining knowledge and making sufficient progress towards his goals.
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Hernan E Pineda Posts: 3
6/5/2018
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Several years ago, a student with language impairment was able to demonstrate his pitch matching by humming, since singing with lyrics was a real challenge. He enjoyed the preparation for the Winter Concert, since this inclusive approach of informal assessment, provided him with a sense of self-efficacy.
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