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Administrator Administrator Posts: 18
4/11/2016
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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.
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Michelle McCarthy Posts: 2
4/16/2016
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I had a student that broke his arm and was unable to play for a few months. Instead of making him play the scale for the summative test, I had him write it out on staff paper, including clef, key signature, correct musical notation. I could have had him sing it/ say the note names and or fill out a fingering chart for that scale.
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+1
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Kim Evans Posts: 2
4/19/2016
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One example of an adapted assignment that I use in my involved performance based assessments. For my students that require extended time, I am able to assign the playing or written test and allow the students to complete the assignment both during class, and if extra time is needed, students may continue their test before school or the next day in class. In special cases, students may receive fewer questions or adapted tests in order to comply with their 504 plan. I have had many students utilize this extra time and receive very high marks on their evaluations. I have also adapted assignments for non English speaking students with a 504 plan. By translating the directions into Spanish and/ or allowing them to use Spanish to English dictionaries, they are able to be successful on the written portion of the assessment.
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+3
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Carrie Guffy Posts: 3
4/20/2016
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We have used a variety of assessment adaptions in the music program here at our school. In the general music setting recently, we had a student that presented all of his work on his personal tablet. It was easier for him to type then to write. Anything assignment that we had for the class, he did the same level of work, but all his assessments were done via technology
Another year, we had a student that did not process information that she heard verbally as fast as written instructions. Any information that was given to the class was also given in worksheet form, this student was also given a taped recording of all the songs, her part played out on the piano. That way she could practice at home at her own pace to keep up with the class.
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sarah shearon-smith Posts: 2
4/22/2016
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I have had several students over the years injuring themselves from broken fingers, arms, to jaw dislocation not be able to play for a specific period of time. Those students performed with either rhythms on drum pads, sang their music for tests, and even picked up a different instrument to perform their parts. Another adaption I have done with slow learners/ Processing disorder is to do solfege instead of written music. It allowed a baritone student of mine that was highly functional, but struggled to read music be able to perform with her peers.
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KAREN ROMINE Posts: 4
4/25/2016
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I have had many students with a variety of disabilities as I teach at two schools that are specialized for students with severe behavior and learning disabilities. I have had students who were profoundly mentally handicapped and those who have been physically handicapped. I currently have several students who are hearing impaired and a couple who are visually impaired. In addition I have several behaviorally challenged students in my choral program. I'll share about the blind student. At the time, I was teaching band and chorus, and he was in the band. In addition to his visual impairment, this student had been diagnosed with Aspberger's Syndrome which made social situations in a group performance class challenging. He loved the piano and was quite gifted, however he was very set in his ways regarding what he wanted to play and when. He also had difficulty learning that other people and musical parts were as important to the whole process of performing. The accommodations I made included making a recording of his part that he could listen to and learn. I provided time for he and his para-educator to have access to the piano for practice. We worked as a class on taking turns and letting one instrument be heard more predominantly to teach him how to blend and balance his instrument. It was also important to have a plan for the rehearsal time and let him know about it in advance so that he could mentally prepare for the pieces that we would be working on as a class.
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Chorus Teacher Middle/High School
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Rob Lambert Posts: 1
4/27/2016
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- I successfully adapted my assessments in music theory class for a visually impaired student when I had him to use a music notation software program to complete his work - both written as well as aural theory assignments and assessments.
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Kenneth Phillips Posts: 3
4/29/2016
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I had a wheelchair-bound student in a graduate-level arts integration class. The topic was "we learn rhythm by moving." Though this student could not perform the folk dances, the student could move their arms across their body. The student was able to demonstrate the ability to identify the steady rhythm using the adaptation.
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Elizabeth Phillips Posts: 3
4/30/2016
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I've had a number of speech impaired students that usually are more comfortable in a group setting. As an adaptation for their individual assessments, having them record/"call in" singing tests (either assisted by a peer or at home) gives the student the opportunity to perform in a more comfortable environment. This has helped the student(s) perform at a higher level and has given me a better representation of what they were able to accomplish individually.
edited by Elizabeth Phillips on 4/30/2016
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Kendall Carrier Posts: 3
5/2/2016
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I have a high percentage of students in my beginning band with 504's and IEP's. The vast majority of them have slower processing than most and we have found two ways to help these students score well in assessments. First, we give them multiple opportunities to perform their playing test. It doesn't matter if they attempt the test 1 time or 100 times, when it is correct, they receive their A for the assessment test. We also assign mentors to help the students grasp the material through extra coaching and trial and error. We make it a safe environment where mistakes are ok as long as we learn from them. This helps motivate the students to take musical risk which in turn gives them lots of musical rewards. This process has been very successful in my classroom.
Kendall Carrier 9-12 Band
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+2
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Cassidy Gleaton Posts: 3
5/10/2016
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I had a student with a physical injury to his mouth that was unable to perform his scale for a playing test. I had him write the note names on a piece of paper and submit it, and then show me the fingerings while singing the scale pattern. This was a way of adapting the assessment to work for his current situation. I have had students before with documented anxiety disorders who were allowed to complete their playing tests in a different environment (private practice room) using a digital recorder, instead of performing in front of their peers.
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Angela Mckenzie Posts: 3
5/13/2016
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I have had several experiences with students that have an IEP or 504 in my classroom that have warranted a different approach for performance assessments. These students have an opportunity to pair up with another student to practice and play their pass-off and retake it until they have played it correctly to earn an A grade. I've also had students with physical injuries that have done pass-offs in an alternate format instead of playing them. The students could write out their notes on paper to turn in, and fill in a fingering chart for each note in the scale pass-off. This has been beneficial in my classroom for the students involved.
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+1
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Mike Wilson Posts: 3
5/17/2016
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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 a student that was in an accident which caused them to lose feeling in their writing hand. This orthopedic impairment made it nearly impossible for the student to complete a unit assessment which required the students to compose their own melody by hand. The student used a music notation program in order to aid them in composing their chorale. This student was able to use the notation program to create parts when they were not physically able to write out parts by hand.
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Lisa Testa Posts: 3
5/21/2016
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I had a blind student in my choral classroom a few years ago. I provided all her music including our standard sight-reading books in braille. During rehearsals and performances I had another student behind her who tapped the beat on her shoulder. Sometimes when I was providing an extra sight-reading rhythm or melody on the board the student next to her would tap it on her shoulder or let her hand rest on theirs while they signed the Kodaly hand signs. This allowed her to practice during study time and still perform the exercises.
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Chris Endsley Posts: 4
5/21/2016
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Option 1: A Few years ago I had a student with a vision impairment. She was in both my choral program and my AP Music Theory class. While she was able to do much of the work on regular paper, I would regularly enlarge the work for her, be it choral music or AP Work. She was also able to see more clearly work that was projected onto a large screen, so I would scan items into my computer and project it onto a screen in the classroom. For the AP exam she was able to take a computer-based test rather than the hand-written test.
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Scott LaBorde Posts: 5
5/26/2016
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Option 1: I had a student who could not perform on her instrument for a period of time due to cutting her lip in an accident. An alternative assessment used we to have her finger through the notes while either singing the pitches or saying the note names (if it were a scale assignment) This allowed me to assess the mental and kinesthetic development even though she couldn't actually perform the music on the instrument.
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Zachary Murdock Posts: 3
5/31/2016
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I had a student who is hard of hearing. She was allowed as many times as it took to play her scales and other playing tests. This was a part of her accommodations. I was able to assess her ability to learn and retain information using this assessment method.
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Paulette Tomlinson Posts: 3
6/1/2016
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I had a clarinet player who broke her pinky before a scale test. I had her teach another student who did not play the clarinet the fingerings and explain the mouth position/air column direction in order for them to play the scale. This way, she was able to prove that she knew how to perform the scale.
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Tiffany Demps Posts: 3
6/2/2016
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Option 1: I have a student in my beginning keyboard class who has severe visual impairment. To accomodate for assessments she has been permitted to use large print copies of music. She is also provided with assistance in finding where to put her hands on the piano if it is needed. I have also given extra time during the performing of pieces for quizzes to accommodate for the extra time it sometimes takes her to figure out what a note is and where to play it on the keyboard.
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Lee Commander Posts: 3
6/3/2016
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Most recently I had a student who came in and mentioned to me that he had some social anxieties and playing in front of his colleagues was a trigger. In order to better accommodate the students I had made an arrangement with the student before hand. I would have the class play their scales in trios and then no one would know if he did not play with them. Then, he would come see me after school or during lunch and he would play the scale test for me in order to better test his understanding of the concepts.
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