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David Lawhead Posts: 7
6/14/2022
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I have a student with an IEP that exhibits some autistic tendencies. He gets very concerned if we change the routine. I could see his concern as I mentioned an upcoming test. So to prepare for the assessment we talked about it weeks ahead of time and practiced some questions so he would be familiar with the format. During the test, I was available and nearby in case he had any questions. Students were allowed to leave the room after the test so as students were leaving I reassured him that he had plenty of time and there was no need to rush. He took about 30 minutes extra to finish. The setting was also considered. His computer was close to my desk and his back was to other students. The class wore headphones for most of the test and he decided to leave his on until he finished. He seemed very proud to have finished a test that gave him initial concern.
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David Lawhead
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Robert Luster Posts: 3
6/16/2022
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I had a student that is visually impaired. I uploaded the student's music on a large screen iPad. With her able to zoom in on her music, I was able to assess her playing ability and she was more successfully than without that accommodation.
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Andrew Burk Posts: 3
6/17/2022
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An example of an adapted assessment for a student with a disability in a rhythm reading/performing assessment is to clap only the downbeats.
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Elizabeth Dean Posts: 5
6/17/2022
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I have multiple students who have anxiety, especially when it comes to performance assessments. Singers will stand in a circle and sing, and I will walk around and listen. Sometimes the students will sing in small groups, and sometimes the students will sing into their phones at the same time and send the recording to me.
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Elliot Arpin Posts: 3
6/22/2022
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I have had many students who suffered from anxiety and panic attacks triggered by high-pressure and time-constricted tasks. To alleviate their stress and make them as comfortable as I can while still assessing their understanding and ability, I frequently allow students to take playing tests (band and guitar) on their own time by submitting a video recording, which allows for multiple takes and indirectly more practice for the student to feel comfortable performing the required material. This has led to quite a few of these students becoming comfortable enough in their preparation and performing that they are able to grow into performing in front of the class and for an audience.
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Noiree Weaver Posts: 3
6/26/2022
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Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities.
Students who experienced Specifc Learning Disability, Autism and/or ADHD(Attention Deficit/Hyperactivity Disorder)in my chorus classes struggled with writing assessments on paper. As an adaptive assessment, the students were allowed to answer questions verbally or either dictate information on the computer and submit it online. Depending on individual abilities, IEP's and 504 plans, the wording, the amount of questions and the time allotted were altered on assessments. One specific student of mine with autism, ADHD and other varying exceptionalities had difficulties remaining in one place for long periods of time and became bored easily. He also, would get very nervous when taking tests, became overwhelmed and was not able to recall information, finally giving up and not completing the test. However, the student became successful at taking assessments in different formats such as: one on one with me where I would call out the question and he would write just the answer; he was provided with terms and symbols to where he would match them on paper by drawing a line to them; he was able to identify symbols and terms on a computer on quizlet. One assessment in particular was his favorite, a game. His peers were involved in the process. Ultimately, this benefited each student from being overwhelmed when taking a test. It reduced fear, gave the students more confidence and gave them the ability to recall information comfortably without as much pressure. In the end, the student and the rest of the class were successful in learning music vocabulary, sybmols, techniques and other concepts.
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Ann Paris Posts: 12
7/6/2022
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I had an amazing student with autism who loved to sing (oversing was a better word for it)! After working with him for 1 year, trying to get him to relax, he was sounding great! Then covid hit. So for a summative assignment for the school year, I gave him an assignment for his family, who stepped right up and enjoyed it to the fullest. The assignment was to work on a song either as a solo or with any member or members of his family to video and send back to me. He had several weeks to work on it and his father was thrilled with the challenge. They sent a video of he and his dad singing a song together (mom and sister did the video work) in their screen room.It was so good that, with their permission of course, I entered it into an Arst4All Florida contest and he won! It was a thrill for them and an honor for our school as well. I just saw him in a high school solo contest and he was amazing and is continually improving. All kids can enjoy music in some capacity, and performing was his favorite.
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Ann Paris
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Ann Paris Posts: 12
7/6/2022
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Lee Commander wrote:
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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Ann Paris
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Ann Paris Posts: 12
7/6/2022
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Like my colleague Lee did, I find that often letting them play or sing with others, they feel so much more comfortable and I can assess them just as well as if they sang by themselves. I can walk around and hear if they are singing even if other kids can't tell. They enjoy being with their friends as well. And, of course giving them many opportunities and a lot of extra time as needed.
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Ann Paris
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Ann Paris Posts: 12
7/6/2022
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Lisa Testa wrote:
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.
Fantastic idea Lisa! I'll bet the students helping her had as much fun as she had. I had a blind gal about 4-5 years ago (middle school) who was very good at advocating for herself and let me know when she needed music enlarged or help in any way. She evidently went to all state last year and is majoring in Opera in college!
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Ann Paris
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Lori Baranowski Posts: 3
7/14/2022
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I have at times allowed a student to respond verbally rather than written to show knowledge.
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VIRGINIA L MORROW Posts: 3
7/17/2022
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I had a student that had severe anxiety and performed very poorly in tests, especially music reading assessments. I had several accommodations for her such as extra time, and doing the assessment without an audience. Also, I used a pre- assessment at the beginning of the unit that I used as summative assessment at the end to measure progress. Last, I scheduled weekly "practices" for music reading that I kept as continuous assessment to evaluate progress without the student feeling the pressure of a test. The result was satisfactory and the evaluation was more accurate.
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Joseph Postin Posts: 3
7/29/2022
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Two simple and quick reporting strategies for comprehension that I have used are;
1. I have students close their eyes and give me a thumb up for Mastery of the concept (understanding), thumb at half mast for partial understanding, and thumb down for struggling.
2. I give my students with learning Disabilities a private code to let me know they need help. i.e. tap their nose three times, hand on their chin. I then touch my right ear with my left hand to confirm. No one else knows. I can then change strategies.
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Kelly Rayl Posts: 3
8/1/2022
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A student with a Specific Learning Disability can benefit from having appropriate accommodations in place when writing about dance in varied cultures and documenting its social and political impact. Dictionaries and thesauruses use helps the student with word choice when writing and graphic organizers/outlines to organize information into patterns helps student focus on the topic and related content.
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Nicole Chui Posts: 3
8/30/2022
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I have had students who are on the autism spectrum who have a great aversion to some of the noises made in the music classroom. For these students I give them the opportunity to perform for me when all their peers have left the classroom and the environment is free of extra stimulation that may distract that student.
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William Molineaux Posts: 3
9/1/2022
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I had a visually impaired student and we do a lot of sight reading activities. I would always give the student extra time and an enlarged score based on the instructions on the IEP and 504 plans for extra time on assessments. This gave the student the time needed to be successful on the assessments.
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Jennifer Hodil Posts: 3
9/6/2022
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Last year I had a student with a specific learning disability and who had an IEP. Her IEP called for extended time and reduced questions on assessments if needed. Throughout the year, I adapted assignments and assessments to allow for her to answer fewer questions, while maintaining the integrity of teaching to the standard.
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Scott Bourne Posts: 6
10/6/2022
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Most of what I have had for alternate assessments in the past has been oral instead of written for some students with disabilities. I found that the one on one verbal quizzing was more productive for the student whereas the written quiz or exam was not.
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Danielle Singer Posts: 3
11/18/2022
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I used a "pass-off" system to assess my students. Essentially, it is an individualized approach to the concepts we are learning. Students work at their own pace to achieve each of the concepts we learn as a class. Every student must perform for me each day wherever they are at and they receive feedback on their performance to either improve or "pass it off" and move onto the next assessment line. Students who need additional help or are moving particularly fast come before and after school to meet with me for small mini-private lesson sessions.
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Angela Horne Posts: 3
12/6/2022
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I have a student with Down's syndrome who is also fluent in sign language. He has excelled at learning Curwen hand signs in our chorus class. On a listening test, instead of having him write his answers, he used the hand signs to indicate his answers and it worked beautifully.
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