|
Luis Rivera Posts: 3
5/13/2019
|
When I began my first year teaching, I had a student who had severe anxiety around others. She was the sweetest kid, but could not perform or even be around others normally as she was completely incapable of communicating social or musically with others. In my classroom we sight read constantly with Hal Leonard's note cards. As the year goes by, eventually we sing individually and I have the kids do a round where I show each student a card and we go down the line and keep a steady beat and each one reads a card after the other. As we kept going down, my special needs student immediately shut down and began crying and eventually leading into an anxiety attack. What I eventually did to accommodate the student was, I turned off the lights and made the student face away from the class (the other students were still in the room listening). When we finally go to her, she let out a small sound but it was in rhythm and accurately performed. The class burst into claps and cheers and this student was a step closer to musical proficiency with a disability. As a side note, what we attempted in the classroom with her was not in her success plan, so we ended up adding it because of the success in our class. We continued to do this and the other students were incredibly patient and supportive, eventually the student was able to perform with the lights turned on and in front of others with minimal incidents.
|
|
|
+1
link
|
|
Douglas Moser Posts: 3
5/14/2019
|
In my percussion classes, I've had students with physical disabilities that prevented them from playing certain performance assignments at the required tempo. These include scale tests on mallets, and rudiment test on snare drum. I've worked with these students to find alternative goal tempos that would allow them to experience progress, despite not being able to achieve the faster tempos. I've also adapted piano assignments to be played one hand at time for physically disabled students.
|
|
|
0
link
|
|
Michael Hill Posts: 3
5/16/2019
|
I have added extended time and given students with this accommodation a separate area to perform a playing test. This helped them in taking off the pressure of performing in front of the class. It also allows them time to sit down, think through and breath before they have to perform their playing test. These students record the playing test either on their phone or a recorder. This gives me time to listen to it multiple times and sit down and get feed back from the student if it is necessary. They have the opportunity to listen to the recording as well and self evaluate to see what they can work on to become a better musician.
|
|
|
0
link
|
|
Erin Cushing Posts: 3
5/16/2019
|
I had a Deaf/Hard-of-Hearing student in my chorus class last semester. I adapted his coursework in a number of ways. I made sure to wear a microphone that connected with his hearing aid every day, and made sure it was always charged. I also sat him next to the computer speakers and piano. When it came time for concert music, he expressed concern to me about the flatness of inflection and intonation and that he was uncomfortable singing. He, his parents, and I worked together and came up with the solution that he would sign the concert instead. He still had to complete the solfege assignments just like his peers, and rhythm performance and notation assignments didn't need to be adapted. Everyone in the class loved the inclusion of sign language, and we ended up signing an entire song with him teaching the class.
|
|
|
0
link
|
|
Christy Jeck Posts: 3
5/17/2019
|
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 percussion student this year with only one arm due to a birth defect. I allowed her to play her scale test at a slower tempo, since the expectation for the regular ed students was to play at a more upbeat tempo with two hands. She was also quite shy about playing in front of the class at first, so I let her do her test before or after school, so she was not worried about what her friends would think. Eventually, she felt comfortable enough, to play during class like the rest of the students.
|
|
|
0
link
|
|
Don Zentz Posts: 3
5/28/2019
|
Last semester, I had a clarinet play with a right hand ailment where she couldn't play. For her semester scale test - all majors, I had her write out the scales on manuscript paper using key signatures. She also had to recite the scales to me from memory around the Circle of Fifths. For the instrument piece, I arranged for a middle school clarinetist to come over after school on the activity bus and I had her teach him E major on the clarinet with correct LR/RL pinky fingerings three octaves.
--
Don Zentz
|
|
|
0
link
|
|
Rosemary Collins Posts: 3
5/28/2019
|
I had a boys chorus with 3 students from the ESE inclusion classroom. All three students were SLD and one was LI as well. Reading sheet music and staying on task was more than a challenge. I printed out "lyrics only" versions of the songs that the ESE teacher would make use of in her lessons with them as well (vocabulary and reading comprehension). This was very effective for helping them learn the lyrics to the songs and gave them access to participation that they didn't have when we were looking at sheet music. When looking at the music, they were easily frustrated and would then also misbehave. Having the lyric sheets helped them to participate with more ease and stay on task with the rest of the class.
edited by Rosemary Collins on 5/28/2019
edited by Rosemary Collins on 5/28/2019
|
|
|
0
link
|
|
mela striker Posts: 2
5/29/2019
|
I have ESE students in the classroom. For sightsinging assessments, I use sight reading factory and assign tests that must be recorded and turned in to me. For these students, I can adjust the level, number of measures, and how many attempts they have. I generally see how they're progressing and assign accordingly. I also can choose to assess on the correctness of the solfege syllable versus the pitch is the student doesn't have the ability to match the pitch. I also will sometimes have a section leader partner with them when attempting the assessment so they have a voice to follow with the pitch. If I give extra attempts, I might have the person sing with them the first time, and then encourage them to attempt on their own the next.
|
|
|
0
link
|
|
Amanda Lyon Posts: 3
6/4/2019
|
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.
Prefacing by stating that I teach K-12 general and instrumental music in an ESE center...
With my larger elementary classes that have students who don't have good pitch center yet, but can match well, and I know understand the concepts behind whatever we are singing, I will assess in small groups. The entire group (with my assistance) will sing the scale, song, or melodic pattern together and I will record and evaluate each voice separately later. This also helps keep order in my sometimes chaotic classrooms and it keeps the kids with emotional disabilities from being able to discern each student's individual voice and reduces bullying/blurting criticisms.
In my secondary courses, I have created summative assessments that include a written/text portion so that my students who have physical impairments or disabilities can still feel successful even if the sounds they produce on the instruments are not yet ideal. Students have to demonstrate in traditional reading and writing that they understand the concepts we are demonstrating on instruments as well.
I have also used different accommodations like "easy" fingerings when possible to assist with students who do not have the fine motor skills needed to play certain instruments. A good example is using "easy chords" on ukulele and guitar are one finger and three strings instead of 4/6, then they can progress to medium difficulty by adding another finger/string to that same chord when ready (now called medium). I have students alternate when they are struggling to process as well. If they have just learned a new fingering that has multiple fingers going, they can integrate the medium or full fingering at their own pace. This helps me also assess where we should go next in the curriculum. If they are not ready for three fingers, I might allow them to do finger picking one string next instead of going "in order."
|
|
|
0
link
|
|
christopher banks Posts: 3
6/5/2019
|
I had a class this past year with a number of ADHD students and those who struggled with traditional vocab list. So I created a Quizlet for the same terms and had the students work with a peer. The app allowed for flashcards, matching, and other activities. The combo of working with a peer and with a piecce of tech they love to use raised the exit scores dramaticlly.
|
|
|
0
link
|
|
Kerry Waldo Posts: 3
6/7/2019
|
I have encountered many times students who have a physical injury (busted lip, broken arm, broken finger, etc) that prevented them from performing with the rest of their peers. When it came time to have a playing test, I would have the student write or tell me the note names and the fingerings for the notes and sing the the rhythms to assess their knowledge.
Other students that have documented anxiety issues are permitted to either come before/after school to play their assignments for me (not in front of the class) or they also have the option of recording themselves either at home or in another room and submit their playing assignment to me electronically.
--
Kerry Waldo
|
|
|
0
link
|
|
Giselle Panagiotakis Posts: 3
6/27/2019
|
I had the students sing in octets to ensure they knew their part before our Music Performance Assessment. There was a student with a disability (anxiety and dyslexia) who could not get up in a group and be the only one singing her part. I paired her with two others on the same part so that she could successfully sing through her part while still being tested and prepared fully for the MPA.
|
|
|
0
link
|
|
Melissa Life Posts: 3
6/30/2019
|
I worked with a student that was wheel-chair bound, could barely move her arms, and was non-verbal in my music listening class. I always knew she was listening to my instructions and to the musical examples played in class as she would smile at things she liked. When I had to assess her, I asked her special education teacher what tools they used when doing assessments. She communicated her wishes by a "yes" or "no" button on her iPad. Knowing this, I restructured her exam to be "yes" or "no" questions, but still testing the same content that the remainder of my class was responsible for knowing.
|
|
|
0
link
|
|
Sarah Morrell Posts: 3
7/5/2019
|
In my class piano course I have often used adaptive assessments. In written quizzes I ask students to explain what the question is asking. If the student demonstrates understanding of the question, I often have the student answer verbally or show me in the piano, rather than writing a response. This has been very effective in evaluating students with disabilities. I have also reduced the number of items in a unit assessment, so the concepts are evaluated, but with fewer items. This has been effective in evaluating students with disabilities.
|
|
|
0
link
|
|
Charlotte Walters 2 Posts: 4
7/6/2019
|
I had a student with dyslexia. I have all of my students keep a journal as a summative assessment. I post questions on the board and students will answer the questions in their journal. If they do not know the answer, they can tell me in their journal. I also ask students to write how they are progressing with their music. For the student with dyslexia, I would provide a copy of the questions for the week so she could have more time to work on the questions at home. If she needed further explanation, she would verbally tell me before or after class and I would help guide her through the questions. She would also discuss with me verbally her progress with the music. She is allowed to use her phone to take a picture of any notes or examples on the board or sometimes I would provide a copy of the notes just for her. I also read any formal assessments verbally to the student with extended time so she can process each question. These strategies really worked well for her.
|
|
|
0
link
|
|
Kathleen Sterwerf-Jackson Posts: 3
7/8/2019
|
I co-teach with the theatre teacher who has deaf and hard of hearing students in her classroom. An assessment of performance art using Spoken Word structures was required of all students. One student identified as profoundly deaf and used American Sign Language as their primary language of communication. Due to nature of the project, this particular student was not able to demonstrate the prosody and rhythm structures required for a Spoken Word performance using Spoken English. In working with the teacher, the student and I suggested that the student be allowed to perform an ASL Visual Vernacular Deaf Rap storytelling which allowed for creating the same expected content found in English poetry, with the exception that it was performed using ASL, Visual Vernacular Structures, and prosody that supported ASL linguistics in lue of using spoken English. In the summative assessment report, the theatre teacher was able to identify that the English structures and performance criteria needed was indeed present and also discovered that this particular student's final project was much more sophisticated both in language use and performance than any of the other students in the class. Although it was a summative assessment project, it also included quite a bit of incidental learning for the theatre teacher and the other students in the class who learned to appreciate an alternative way to perform Spoken Word.
|
|
|
0
link
|
|
cynthia gaitanis Posts: 3
7/14/2019
|
- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- I had a student with a speech delay last year. One of the symptoms of the speech delay was that she was unable to match pitch, but she loved singing and she was placed in my advanced women's chorus. We had bi weekly sight reading tests that we took on an individual basis. The assessment tested pitch, rhythm, sol fege, and handsigns. Because of her speech pathology and her inability to pitch match, I weighted the other three components of the assessment when I gave her the assessment for the first three assessments. We worked hard on pitch matching with the use of a toobaloo and individual instruction. By the end of the year her ability to match pitch was greatly improved within a 7 note range so long as she was singing in a group and used the toobaloo. The last assessment she took she was able to score 3/4 points for the pitch portion of the assessment.
|
|
|
0
link
|
|
Mary Jeter Posts: 4
7/20/2019
|
I had a few students this year who had accommodations on their IEP that stated they needed the test questions read to them out loud. So I developed a method of assessment for vocabulary especially, on Google forms and quizzes that allowed for the directions and the answer choices to be read aloud to the students. Using my iPad and my chrome book, the students were able to take the test electronically. Students that did not have the these accommodations also had the choice to take the test electronically if they had a smart device.They did not necessarily need to have the directions read to them. They just liked having the option to take the test electronically.
|
|
|
0
link
|
|
Ben Pyatt Posts: 3
7/25/2019
|
I had a music student with developmental delays, orthopedic impairments, and speech impairments. We utilized assisstive technology in the form of an iPad with an app that provided choices for the student to click on to help with her communication to us. We made some setting accommodations in that we played soft music that created a calm environment that would not over-stimulate. I wish I had this training prior to this teaching experience – I feel like I would have done a better job meeting my students where they are and facilitating their musical growth.
|
|
|
0
link
|
|
Cynthia Starling Posts: 3
7/31/2019
|
Option 1: I have several students with Specific Learning Disorders come through my classroom each year. I started utilizing a three choice option for students to passoff for the given skill/concept being assessed. Students choose between a basic line \(usually a rhythmic/single pitch, or single concept line), a moderate line than extends the concept with different pitches or varied rhythms, and an enrichment line (incorporated the concept/skills with multiple other skills/concepts in a more complex manner). Students also have the opportunity to record and send passoffs to me for those students that need extended time and have social performance difficulties.
|
|
|
0
link
|