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Marie B Hill Posts: 3
5/22/2023
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Last year, I had a student with Autism that was non-verbal. I was able to use technology to assess his understanding of the major musical concepts in 2nd grade general music. He was quite proficient in using the smart board during learning games and could easily participate in the Quaver curriculum that was projected. We included more instruments and movement games to reinforce the learning goals. He would always amaze his peers!
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David Martinez-Cooley Posts: 3
5/25/2023
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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.
I use a simple echo song to assess my students' singing ability - sometimes they echo me and several students sing the "teacher part" and have the rest of the class echo them. Several students in my primary access points class have an intellectual disability and are reluctant to sing, or even make a verbal response. One student who has been completely non-verbal switched his stomping of the rhythm to a clap so he could show me which pitches are higher and which are lower. One student will sing the part if I sing with her, and another will make sounds if given a mallet to act as his "microphone" (which he points at his classmates at the perfect time). Finally, on a complete whim I decided to make a video of a particular student who had shown increased engagement over the previous several weeks. To everyone's surprise, when he could see his face in my phone, he sang the entire song!
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Shawna Grimes Posts: 7
5/28/2023
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This year we had a lovely student from Argentina added to a general education classroom. This student has a severe developmental delay, but also has William's Syndrome. For the first month or two, all assessments and conversations between us happened in Spanish. Instead of asking her to write down notes or rhythms, she communicated everything to me verbally. As she became more comfortable with English, we were able to include increased usage of solfege hand signs, iPad apps, and blossomed through partner work. She was eventually moved to the self-contained classroom, and would come to music with them, which was co-taught with another 2nd grade class. Being in the second grade class allowed her to develop much needed music fundamentals, and allowed her to flourish throughout the year.
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Shawna Grimes Posts: 7
5/28/2023
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Marie B Hill wrote:
Last year, I had a student with Autism that was non-verbal. I was able to use technology to assess his understanding of the major musical concepts in 2nd grade general music. He was quite proficient in using the smart board during learning games and could easily participate in the Quaver curriculum that was projected. We included more instruments and movement games to reinforce the learning goals. He would always amaze his peers!
I think it's wonderful how far technology has come. Having a Smart Board, or another system where knowledge can be shown by matching or moving symbols around is such a wonderful gift. I need to figure out how to use more of it.
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Heledys Rodriguez Posts: 3
5/30/2023
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Option 1:
I have a student within the autism spectrum. He loves music but he takes a little bit of time in notating rhythms.
As an outgoing assessment I use a portfolio development for him. He has a notebook with pre-written notes and rhythms that he traces, then copy, until he feels comfortable with them. Those are the same notes and rhythms we use later in the summative test. He also uses a bag of wooden notes to notate the rhythms during class time so he works at the same speed the other kids work and he doesn't feel stressed.
On the final test he has the option of writing the rhythms or use manipulatives to write them. When choosing the manipulatives I just take a picture of the work to grade him later.
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David Hahn Posts: 6
6/19/2023
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Option 1:
I had a student who was diagnosed with ADHD, Disruptive Mood Dysregulation Disorder, and Generalized Anxiety Disorder. When I would give him quizzes on instrument identification, he would require extra time to take them, and he would also be allowed to take movement breaks as often as he needed. Verbal and nonverbal cues to remain on task were also used. His quiz scores were right on par with where the rest of the class should have scored on these assessments.
Whenever we had piano arrangement projects in partners, I think that having a peer partner, something not specifically listed in his 504 plan, actually helped him to complete his work faster (while retaining good quality) because his partner could provide more frequent cuing and encouragement than I could, due to immediate access with a peer partner.
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Valerie Nunez-Caicedo Posts: 3
6/23/2023
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I teach a small DHH and blind population at my school. For my DHH students, I use more visuals and music maps to help them follow the music and have them sit closer to a large subwoofer. For my blind and visually impaired students, I use a board called a Draftsman board with special paper that creates a tactile/raised surface after you draw on it to enhance the music maps, and utilize a velcro board with different manipulatives for creating or assessing things like form.
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Cameron Moten Posts: 4
6/26/2023
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An Assessment that I have adapted to meet a student's needs who has a disability, is the use of an audio journal. This is when their journal responses are recorded instead of written and allows students who a visually impaired to still journal.
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Cameron Moten Posts: 4
6/26/2023
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An Assessment that I have adapted to meet a student's needs who has a disability, is the use of an audio journal. This is when their journal responses are recorded instead of written and allows students who a visually impaired to still journal.
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Marissa Curtis Posts: 6
7/7/2023
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When we play ukuleles in 5th grade I do group playing assessments as well as individual assessments. Some of my students have ADD/ADHD and I find it more beneficial for them to play for my individually. Once I give the whole group their assignments to complete, I give my ADD/ADHD students more time to work on the playing assessment. Then when they are ready, they can come up to my desk individually and play for me. I notice giving these students extra time and a one-on-one environment helps eliminate distractions when playing with the larger group as a whole.
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Marissa Curtis Posts: 6
7/7/2023
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I have a student with the exact behavior your describing. I do notice the preferential seating helping but I am still working on ways to keep his attention. 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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Jeannine Krieger Posts: 5
7/19/2023
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Option 2: I had a student with blindness this past year, and when I assessed the students on playing excerpts on their recorders, I worked with her one-on-one to help her learn the part aurally with extra practice. I then was able to assess her individually, much like the other students. In the future, I'd like to learn how to use Braille equipment to teach and assess her reading of notation. I could then not only assess her recorder playing, but could also assess her understanding of rhythm reading.
- 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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Lani Winslow Posts: 2
10/30/2023
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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 large craft sticks that are color coded for different assessments. One color means this/that. The vocabulary words are still written on the craft sticks, but in different colors, so if the students are unable to read the letters, the colors can help them with the right answers.
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Kathryn Eaton Posts: 3
12/30/2023
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In the past, I have done listening journals with my students. Once a week, I would have the students listen to a specific piece of music from different time periods. They would have to identify instruments, timbre, dynamics, tempo, and mood. I have a few students with autism who found this task to be rather difficult. I ended up making a special paper for them to staple into their listening journal. The paper contained the same questions, however instead of writing them down, they could circle or draw their response. I had limited dynamics and tempos listed for them to circle one. Instruments were listed in families and not individually. And the mood was emoji faces that they could choose from or they could draw a picture themselves.
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Ellie Kim Posts: 3
1/4/2024
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In my music class, I've introduced an adaptive assessment strategy using group projects. One example is the 'Commercial Creation Project,' where small groups collaborate to produce a commercial incorporating musical concepts. This promotes collaboration, accommodates different learning styles, and allows students to express their understanding creatively. The real-world application and differentiated roles enhance engagement. Throughout the project, I conduct formative assessments, and the final assessment evaluates their understanding and creativity. This approach has proven effective in creating an inclusive and engaging learning environment.
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Elizabeth Snyder Posts: 3
1/6/2024
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I would say that one of the most adaptive assessments that I have used in my classroom is the accommodation of more time. A student should not feel under pressure in my classroom. I want use as many adaptations as necessary to promote the learning of music while at the same time give extra time when encouraging assessment of those musical skills that are being developed.
Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
One of my favorite response card activities is to use whiteboards and playdough. I will have my student use the playdough on their board to manipulate the question that is given and they respond by manipulating the playdough with their response. It's a fun kinesthetic way to work on rhythms as well as treble clef review.
Another form of assessment that I use is exit tickets. I will have the theme of the lesson incorporated throughout and give a verbal assessment/question at the end of class when we are lined up and ready to go. This student loves to respond with the answer and remembers the theme.
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Kathlyn Brown Posts: 3
1/8/2024
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I love to use different variations for Response Cards in my classroom. I use them for rhythm notation, solfege practice, instrument families, and more! When I am teaching beginning rhythm notation for younger grades, we use a variety of manipulatives from popsicle sticks, pictures, and eventually we use white boards to practice writing the notations. When I do this with my general ed classes, I usually give three opportunities to hear the rhythm and notate in correctly. When working with students who have disabilities, I don't typically give a limit and will say the rhythm as many times as they need it.
When working with students with disabilities, I break it up into smaller chunks. When we are at the stage of using white boards, we start with drawing one note at a time (quarter note/rest, and paired eighth note). We draw it together- draw the stem first, students show me, then we draw the colored in note head at the bottom of the stem, and students show me again. We do this for each note. We assign a word to each note (I've been using pizza rhythms lately), so a quarter note=cheese and paired eighth notes=pizza. A rest is silent and I make an X shape with my arms.
When we are ready to draw short patterns, I say the words. We start with several two-beat patterns, then move up to three-beats, and if we have time, we get to four-beats. I don't rush students. I give them all the time they need for each pattern. If some students have a difficult time with the white boards, I will give them a different manipulative, eighth popsicle sticks or small cards of each notation for them to place in the correct order.
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Smruti Sakatos Posts: 2
1/16/2024
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- Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
- As an Elementary Music Educator, our approved curriculum is digital (Quaver Music), and most activities can be sent out directly to students to access on their own devices. While I generally prefer a class with central focus, I discovered quite a few of my students were unable to complete the tasks I had assigned, so I created a video in the activities, rather like a picture-in-picture, and sent that out to their accounts, to walk the students directly through each step. I have a few non-verbal students as well, and through the use of modeling, visual demonstration, and tactile experimentation, I have been able to use technology to assess their understanding of some of the major musical concepts in music. Many of my students are extremely able to utilize their iPads during learning games and can easily participate in the Quaver curriculum that I use. I try to include more instruments and movement games to reinforce the learning goals. Some of my students, especially in the ACCESS point class, have surprised me with their musical ability.
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Smruti Sakatos Posts: 2
1/16/2024
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- Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
- When I am assessing singing ability, I will use simple echo songs, where I sing a small phrase and then the students "echo" what they've just heard. Many of the students in my ACCESS class, as well as in my ESE VE class are reluctant to sing, or sometimes even to make a verbal response. One way I demonstrated to show "high" and "low" was to use scarves, where we tossed them up into the air or swirled them down by our knees. Often I will sing softly with a students in order to encourage them to use their own voices, and that tends to have great success as well.
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Debera Thompson Posts: 3
3/12/2024
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A few years ago, I had a D/HH student. For his assessments, it was a lot of visuals and echoing clapping patterns. I created a large board that represented what we were doing iconically and he was able to clap patterns back to me almost all of the time. If we showed him the melody on xylophones, he would be able to play it back almost instantly.
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