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Courtney Holcombe Posts: 3
3/22/2024
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I had a student with Autism who couldn't write on paper. The teacher told me that they adapted their lessons to be more hands-on/interactive. Such as cut outs and match to a picture, or with a question highlighted in a color and answer written in the same color. When trying these systems, I discovered that he COULD write if I gave him a boogie board (LCD digital writing pad). His teacher was ecstatic, and I gave her one of the boogie boards to use in her classroom, until she purchased one later. I still used color systems and cut outs for other activities.
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Jillian kotze Posts: 2
1/22/2025
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I had a kindergarten student with autism who was functioning, but could not communicate in a way that others around her communicated. The way she was able to communicate was through art and music. I could see her abilities and knowledge through what she produced during art and music time. Eventually she was placed in a cluster and was able to produce more of her knowledge in a smaller, structured setting.
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Kimi Evans Posts: 5
3/19/2025
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I have some students who are developmently delayed and also have speech or language impairment. I have purchased some brightly colored beautifully illustrated posters of the Families of the Orchestra. I also have beautiful posters with musical terms for dynamics and tempo. When we were learning about the orchestra several 1st graders were allowed to quietly leave their spots to go to the area with the Instrument Families and point to the instrument they were hearing while also naming the instrument. They were having a blast learning this way. Later as they listened to sample sounds of some of the instruments they were able to point and name the instrument they heard. They also did this with music terms in tempo and/or dynamics.
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Caron Prisby Posts: 7
5/27/2025
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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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Caron Prisby Posts: 7
5/27/2025
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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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Caron Prisby Posts: 7
5/27/2025
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I had a student with a vision disability. I always put the student right up front and had a student to partner with them. I would blow up music so they could read when we were singing or playing the instruments. When playing the recorder, the student again was given the music blown up so they could read it. For assessments I would take them aside and test separately to accommodate their disability.
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Caron Prisby Posts: 7
5/28/2025
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The alternative assessments are ongoing performance assessments that I as the teacher am circling around the room when playing on the instruments to help engage the students that are struggling. An easy assessment is an exit ticket and peer assessing. Students can learn so much from their peers.
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Tracy Co Posts: 3
6/4/2025
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I have taught several autistic children. One particular boy did not speak. When assessing him, he would be given more time to answer the question and be given pictures to point to as appropriate. Additionally, observation was a big part of his assessments. I would observe to see that he appeared to understand by demonstrating or participating with what was being taught such as a Jewish folk dance or recorders being played. He surprised me and would participate in just about everything we did.
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Milton Threadcraft III Posts: 3
22 days ago
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
Two examples of adapted assessments I’ve successfully used in my music classroom involved a unit on rhythm and form for upper elementary students (intermediate-3rd thru 5th grades). One student had a visual impairment and a processing disorder, which made traditional notation reading and written assessments inaccessible. In alignment with UDL principles, I designed the assessment to include multiple pathways for demonstrating understanding.
Instead of relying solely on visual sheet music, I used color-coded rhythm cards with raised textures, audio recordings (YouTube) of rhythmic examples, and guided verbal instruction. This allowed the student to access the content through tactile and auditory formats.
Rather than requiring written notation or paper-based tests, I provided students with a choice: they could clap or tap back rhythmic patterns, build rhythms with printed manipulatives, or use a music app to create and record a short rhythmic compositions. The student with a disability chose to construct a rhythm sequence using large-print cards and then performed it using a hand drum, with guided audio support.
Moving forward, in order to maintain motivation and support developmental appropriateness, I will incorporate a “choice showcase” at the end of the lesson, where students can select how they want to share their learning—by performing a short rhythm for a partner, creating a short movement sequence to match a rhythm, or selecting a classroom instrument to demonstrate a learned pattern. I would adapt this assessment by replacing the traditional written reflection with a "musical mood meter", which can be a simple chart with expressive icons representing different musical feelings (energized, calm, proud, confused, etc.). Students can then identify their emotional response after the lesson and could optionally explain why, using their own words and/or drawings.
The prioritization of fairness in assessments provides new avenues to obtain valuable insight into both student emotional engagement and readiness for self-assessment, while ensuring that even students with limited language or writing abilities can participate meaningfully in reflective learning.
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