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Maria Fombellida-Ondarra Posts: 2
8/10/2022
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I had an ASD student in first grade with some hand movement difficulties. During a solfege lesson, students had to demonstrate curwen hand sign while singing a Mi-Sol song called "See Saw". Yellow usually stands for pitch Mi and blue stands for SOL in a hand bells set, since my first graders arre familiar with them, I made two cards for this student, one yellow and one blue so instead of using curwen hand sign this student was pointing to the color cards while singing this song using pitch syllables.
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Sandra Haag Posts: 3
9/1/2022
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A 6th grade student has a "specific learning disability". One accommodation is preferential seating. Though I don't put him front and center, I seat him near the front and not beside potential behavioral issues. Another accommodation is verbal encouragement. I have seen first hand his discouragement wen he doesn't get it right the first time. For instance, while playing ukulele chords, i make it a point to ask his group how they're doing and if he has it right, perhaps show others how to do it using his efforts. Fake verbal praise is clear to students, so I try to sincerely offer wrods to let him know he's on the right track!
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Norman McCorvey Posts: 3
9/20/2022
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I have some students who have a delay in speech, as well as a lack of desire to speak-- this really frustrates my formative assessments where I would pose higher-order questions and try to have them all answer at least once. For those students, I do give them an appropriate, sufficient wait time to think of the question, formulate how they want to answer, and then answer; additionally, I allow those students to point/gesture to the answer that may be on the board.
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Melissa Voshell Posts: 3
9/26/2022
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I currently have two students who are twin brothers with ASD in a 2nd grade gen ed classroom working on a nursery rhyme rap project. With support from their para they used the Beatbox app in Quaver to create a 4 beat beatbox pattern to perform while a third student is 'rapping' a nursery rhyme. MARKERS are used to help the brothers keep track of the sounds as they perform them and the backing track (TECHNOLOGY) within the app provides audible support to help the group stay on a consistent steady beat.
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Andrea Clemens Posts: 3
10/3/2022
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I have had students with learning disabilities; including students who have difficulty with reading comprehension. I use color-coding or highlighting to make key points or important vocabulary stand out on written quizzes. I also read questions out loud to students who have an attention disorder and struggle with focus while reading questions during tests.
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Armando Loney Posts: 3
10/19/2022
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I have a student with a visual impairment. I have been able to provide large text assignments both in paper form as well as digital form (i.e. computer) to accommodate this student in class.
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Susan D Backus Posts: 3
10/19/2022
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When identifying an instrument by sound, I have a sheet with pictures of the instruments. Instead of the language impaired or non-verbal student having to speak or write what the instrument is, they can point to the instrument on the sheet. This way I know they can identify the instrument by look and sound. These things are more important than verbalizing it or having to read the word.
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Frazier Lima Posts: 3
10/20/2022
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I had a student with cerebral palsy who was in a full service setting. He had an aid that would attend music with him and he was always in his wheelchair. I first assessed that I was limited to certain instruments but my attitude was that he was able to play certain ones. I started with hand bells. I gave him the tonal center of a simple melody. This allowed him to play at random times while holding the tonal center. His face would light up every time. I became more convinced that he loved music and found other ways to engage him. A wood block was not easy for him because his arms were sometimes unable to reach the block so I modified my expectations of when and focused on his joy of playing. We tried a shaker but I learned that his hand was not able to continuously hold the shaker. We set his table to hold the woodblock and shaker and the aid was asked to switch them out after each phrase of a song or when he tired from one. This allowed him to engage with the song and exercise his hand differently with each phrase. Later in the year I became uncomfortable that he was always in his chair and asked if we were able to bring him to our carpet during music. The aid agreed. She helped me to get him to bass bars and would sit with him, assisting him with the mallets and eventually we added different bars. The others in class began to understand that this was "his" instrument because we all witnessed the joy it brought to him. Other students were allowed to join him at bass bars and enjoyed assisting him with playing examples. Changing up his limited abilities in his chair, opened his world up. Though I was not able to expect or assess his ability to play independently, I was able to assess his enjoyment and engagement.
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Melissa Nunez Posts: 3
1/13/2023
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Instead of having students answer a written test, quiz, or exam, as a way of an ongoing assesment, I have students do an assesment by playing the four corners game, where they have to go to the corner of the choice that they think that is correct. The choice of wherever the majority of the student are at, if it is incorrect I invite them to think critically and give them another chance to choose one of the other remaining choices. Students love being actively involved in choosing an answer. I learn what they know the best and what they need more help understanding.
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NICOLE GREGGS Posts: 3
1/28/2023
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- When teaching recorder to students with disabilities, I find several students can't remember the fingerings for the various notes, or to use their left hand on top. So, I label the holes with the letter names (using a Sharpie marker) so that they can only see the letters if their left hand is on top. Also, for playing tests, instead of playing an entire song, as I would ask a typical student to do, I ask for only a small section of the song under study. If the student can show they know the notes with a steady tempo (no matter how slow), they pass that level. I also post the recorder fingering charts on the wall in my classroom so students can refer to them when they warm up.
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Donna Wilson Posts: 12
1/28/2023
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I LOVE the idea of labeling the holes so they can only see the letter names if their left hand is on top! Great strategy  NICOLE GREGGS wrote:
- When teaching recorder to students with disabilities, I find several students can't remember the fingerings for the various notes, or to use their left hand on top. So, I label the holes with the letter names (using a Sharpie marker) so that they can only see the letters if their left hand is on top. Also, for playing tests, instead of playing an entire song, as I would ask a typical student to do, I ask for only a small section of the song under study. If the student can show they know the notes with a steady tempo (no matter how slow), they pass that level. I also post the recorder fingering charts on the wall in my classroom so students can refer to them when they warm up.
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Donna Wilson Posts: 12
1/28/2023
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Great idea! I will start using this. Thanks!Karen Gentry wrote:
In my recorder class, I have found that it works better for my ADD students to have a peer test them on their mastery of a song. While I am working through the class, assessing the students' proficiency on a given selection, I have my advanced students listen to those students who have trouble with their focus while waiting their turn.
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Donna Wilson Posts: 12
1/28/2023
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I had a student with an orthopedic impairment that made it very difficult to write due to fine motor control issues. When teaching and assessing rhythmic notation, I prepared cards that had pre-notated rhythmic "chunks" of varying lengths (a picture of a whole note, half notes, beamed eighths, etc.) that he could choose from to create the pattern that he heard. I put the different cards in a baggie, and he used them whenever we talked about rhythms. This was so successful that I began doing it for all the students (This was a first grade class). As he progressed through the grades I began to color code the chunks to indicate different time signatures. He was able to continue with his music learning and could be assessed easily. He was thrilled to be able to use his cards and make short compositions with his peers.
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Katherine Cuda Posts: 4
2/1/2023
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An example of an adapted assessment I have utilized is with a student who has mobility and occupational challenges. The student was unable to play the recorder due to their fine motor obstacles. We do recorder karate, where each student has the opportunity to earn "belts" by mastering varying levels of repertoire on the recorder. Because this student could not be assessed on the recorder, I had them play on the glockenspiel which was more accessible to their disability.
Assessment strategies that benefit my students include response cards and students journals-especially for my non-verbal students.
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Larissa Hardesty Posts: 3
2/13/2023
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With my students with disabilities, I often use Extended Wait Time to give them additional time to formulate their responses. Whether their disability is cognitive impairment or ADHD, this strategy allows them the time to process the question and formulate their answer. I will often wait until I see most hands up, which allows most students to participate in class discussions.
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Lou Ann Bigsby Posts: 6
2/14/2023
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- Option 2: I've had two autistic students in 4th grade who did not like to participate in music. In order to keep them from bolting for the door, I have provided earmuffs and earphones so they can feel less in an open environment, when listening or singing is taking place. I have also utilized digital sites in music for them to pattern after and create their own music. If the class is doing something that is loud, the earmuffs and a location further from the sound is provided and may even require that the student use their device so that they can focus and not get agitated. Autistic students often do not like to be touched or crowded, so providing that safe space for them to work from is also important.
- Additional assessment and classroom options:
- Using some visuals or puzzles to help with understanding. ::
- Letting the student "try an instrument on for size"
- Work with a buddy when the task allows it.
- Color coding music or tasks
- Creating a finish me yourself activity- using color coding for musical notes or instruments.
- Adding another digital layer of creating their own music- perhaps based on mood or genre of music.
edited by Lou Ann Bigsby on 2/14/2023
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Lou Ann Bigsby Posts: 6
2/14/2023
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Peers are often a great source of help in the classroom. Not only does it give you another pair of hands, it really builds self esteem and team work. Great idea!!
Donna Wilson wrote:
Great idea! I will start using this. Thanks!Karen Gentry wrote:
In my recorder class, I have found that it works better for my ADD students to have a peer test them on their mastery of a song. While I am working through the class, assessing the students' proficiency on a given selection, I have my advanced students listen to those students who have trouble with their focus while waiting their turn.
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emily kyle Posts: 20
3/2/2023
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I have a student with mobility issues however he is a very quick learner. When I want to assess his knowledge of the notes on a scale or in a song, I have him hit the notes on a xylophone to show that he knows what notes I am testing his knowledge of. Having him work with a fellow student who is struggling with notes makes for a good combination as he knows his notes very well! It's a win - win!
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Fotini Panagiotouros Posts: 6
3/3/2023
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I have several ASD units and one of the composition or steady beat items I like to use is drag and drop pictures of unpitched percussion for composition. Having the pictures identify when they play or what they are playing. We can use this for on-going and summative assessment on unpitched percussion instruments or even steady beat.
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Victoria Fisher Posts: 6
3/4/2023
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While learning to play xylophones, children are given several options for learning and demonstrating their newly acquire knowledge. After facilitating their learning, I allow the student to perform their choice of song without everyone listening. Students can also "practice" for their assessment by working with a group. I come by and give them feedback. This helps with ongoing assessments. I am in constant observation mode.
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