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Keith Griffis Posts: 3
12/23/2022
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For the past 4 years, one of my students with ASD has been able to find much better success with performing the music when he is able to relate to numerical notations for slide positions. We would take time for him to notate each musical note with numerical notation related to the slide position of the trombone, leading to much greater level of success.
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Kevin Bogdan Posts: 3
1/8/2023
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- Describe an example of an adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
Currently, in my keyboard class, I have a student with an IEP. We are using an online system called piano marvel. It is pretty ingenious in that the keyboards in the keyboarding lab can be plugged into their 1-to-1 student laptops and they can practice along with the materials on the program and the program will grade their performance very accurately.
The student in question struggles to internalize and follow the tempo of the program but when the student plays the excerpt alone without having to follow the program they are very consistent and play the piece accurately. I have begun manually assessing the student's performances with them playing along with the metronome. The function is the same but the student no longer has to focus both on their playing and following the program/computer screen. Since making this accommodation, the student is far less frustrated, progressing faster, and is now ahead in their curriculum progression.
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Christopher Benoit Posts: 3
1/16/2023
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I had a student in the guitar class who had only the thumb and first two fingers on his left hand - no third or fourth finger. This was never really an issue for melodic playing; he simply shifted more frequently as he only had the two fingers to use. For chords & chord tests, we had to research and develop alternate versions of some chords that would fit harmonically and serve the music purpose, but would be physically playable by him. Although these were not the standard voicings of the chords, they did fulfill the musical function.
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C Touchton Posts: 3
2/6/2023
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A student was unable to play their music for a month due to an injury. In order to assess their understanding of the music and its concepts, I adjusted their summative assessment to accommodate the injury. Instead of playing the instrument, the student tapped and counted the rhythms required of their part. Also, the student told me the names of each note they had to play in the music. This allowed me to assess their understanding of the music until they were able to perform it on the given instrument.
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Jeffrey Horton Posts: 4
2/21/2023
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For this response I chose option 1. I had a student enrolled in my band class who was visually impaired but was a great flute player. During assessments of note and rhythmic counting, Instead if using flash cards as I would do with the other students in the class, this student was able to access this information on a tablet in enlarged form to see and submit responses. This accommodation allowed for the student to demonstrate her mastery of concepts and participate fully in class.
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emily kyle Posts: 20
3/2/2023
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- Describe an example of an adapted assessment you have successfully used in the fine arts classroom for students with disabilities. One of my students has a weak left side. Mounting her glockenspiel on a stable mount allowed her to use the mallet with ease. This made it very easy for her to play the songs throughout the year and during her assessments.
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Laurie Zentz Posts: 3
3/15/2023
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I have several students with ADHD and anxiety disorder. Assessment accommodations for them include frequent review of the classroom rules, following predictable and regular procedures, giving them alternate choices for activities and testing, opportunities for increased movement, and then a place for decreased movement and the ability to move back and forth between the two.
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Leslie Dickey Posts: 4
3/16/2023
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- -Allowing students with diabilities other ways to fulfill the requirments successfully with accomodations such as with technology especially Ipads. I have found many times students who lack motor skills or do not like the way something feels to create their visual art project do well with demonstrating the same skills through the Ipad and on apps such as Drawing Pad, Amaziograph and Junxaposer to name a few I use with my elementary students. This year we added a stylist for students to use and all of my students are enjoying this new technology skill on the Ipads.
- Elementary Visual Arts Teacher
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Katherine Ng Posts: 2
3/21/2023
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I have had several students with body injuries in my orchestra class: broken fingers, arms, should dislocation, etc. We found alternate ways for them to play or keep up with the class. For example, the students with the broken finger elected to continue playing as usual, but practice the extended technique of shifting instead of using her 4th finger. My student with the broken arm fingered along on his fingerboard while playing pizzicato guitar style.
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Forrest S. Hartmann Posts: 3
3/23/2023
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All of the assessments I give in class vary from paper-based to computer-based to playing tests. In order to identify and determine formative assessments I usually identify key objectives within the unit and give the above assessments based on the content. For instance, if I need a student to play a specific riff to demonstrate mastery they will play it on their guitar. If I need a student to show me they understand how a chord is built I'll have them write them out on paper. Lastly, I use resources like musictheory.net to assess all of my learners at once using a digital application.
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Erin Cook Posts: 3
4/1/2023
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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. Be sure to identify the student's disability. Share your response in the threaded discussion.
Currently I have three ESE students who are delightfully engaged in music and singing, but very challenging to assess for learning. One student is developmentally delayed with language impairments and two of them have intellectural disabilities. I see their joy and engagement daily, but when given assignments to show learning has occurred, I have had to get creative. For notation I've created game-like assessments in Kahoot! for their full-time aid (or sometimes a peer) to be able to read the questions and answers while the students pick the right answer by a color selection. For basic theory, I've created a chart with touch points on it so these amazing humans can touch the music composition with the right response for meter, key signature, staff, measure, repeat, general theory, and clef. Note duration has been taught with clapping; me first - you echo - we do together - you by yourself (while reading rhythm). Sometimes to teach rythmn I place pulses in a patch-on-the-lap and add head bobs or clapping. Though sometimes the assessment shows high levels of learning have occured, I have found it important to repeat assessments often and check for retention.
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William Briggs Posts: 1
4/8/2023
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I have a few students in band with E/BD and when it comes to playing in front of the band or me personally, they freeze up or just don't want to play. We use an APP for communication with students and parents and it has a feature where the students can personally message me and I use this for those students to communicate and submit playing tests to me. The student can record in the comfort of their own home and try as many times as they want to get the part just the way they want it.
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Andrew Rumbaugh Posts: 5
4/8/2023
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Carrie Guffy wrote:
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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Andrew Rumbaugh Posts: 5
4/8/2023
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These are super helpful to me as I think about how to assess my students playing ability. Taking the idea of recording a student's part and allowing them to make a recording of the piece in the quiet of home is just want I needed to read. Some of my students have autistic tendencies and this would be a perfect solution to help them. TY KAREN ROMINE wrote:
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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Andrew Rumbaugh Posts: 5
4/8/2023
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I ask students to play a short 8 measure piece in class, in front of their peers, as a playing quiz. I think I will allow them to play at home, especially those with autistic tendencies. I also think allowing other students to do the same thing will build more confidence in their ability to play since they have control over what they submit as a recording. I think the suggestions in these posts will be very helpful to me.
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Andrew Rumbaugh Posts: 5
4/9/2023
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Identify at least two ways school and/or district administrators can support fine arts educators' use of explicit and intensive instruction for students with disabilities.
We want all of our students who attend our private school to play a musical instrument. Students who have a learning disability are given additional support by the music teacher with small group and individual instruction by the teacher. These kinds of allowances help the student(s) who need a little extra teaching and feedback on their skills. Our music teachers also group students in small ensembles and allow them time to rehearse pieces. The peer to peer interactions builds student leaders, constructive feedback, and a special time to bond as musicians. All of these ways require scheduling flexibilities and cooperation with our teachers. The attitude among them is positive because it is centered around the learning needs of the student(s).
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Thomas B Gaona Posts: 3
4/11/2023
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Every Friday in Jazz band we listen. Then, every three weeks we have a "drop the needle" test on the albums. This promotes students listening to Jazz and gets them in the habit of listening to professionals on their own. I have a Tenor sax student who is brilliant on the Saxophone with an amazing ear. He has a disability where he struggles with connecting albums/text/names to music. I started by having him test every week with just names, but that didn't really help him. We figured out he does a better job with color identification. So, he uses highlighters and the colors correspond with the albums. During the year his association with the albums has improved by 60%. He's even gotten to a point where he can join us every 3 weeks for the full test!
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Christian Gordon Posts: 3
4/14/2023
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Instead of traditional playing tests where all students sit and wait for their turn to play the same line of music, on the same day, one attempt each, I now use a pass-off system I designed to allow students to choose what they are assessed on and when. I also allow students to attempt pass-offs as much as they need to until they are mastered. I find that all my students with disabilities prefer this method because it allows for all of their accommodations to be met (ie. time and a half or double time, one on one time with me, instructions read out loud to them, instructions broken down into smaller and more achievable steps, etc.). For example, a student with a reading disability can opt for a pass-off that does not require reading and still be successful in the class.
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Ian Tapson Posts: 3
4/16/2023
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In the past, I have had students with severe learning disabilities that resulted with some developmental delays. These students would "push" in to one of my choirs. I met with their teaching assistant and case worker to determine their goals in participation in learning. For these individuals, we wanted them to participate to their fullest. I provided them and their teaching assistant with additional practice resources and modified movements when it came time to perform on our spring pops concert. We also coordingated with students in the choir who could help as leaders. When it came time to perform, we also wanted to be sure that the students felt secure and supported so we made sure they had access to exits in case they became nervous. Several of my students often receive extended time. So I also develop assessments (brief literacy quizzes) that allow students to go at their own pace and also retake if they struggle. Included in their assignment is a review guide as students need to refresh!
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Joe Sipiora Posts: 3
4/18/2023
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I have a current student in my percussion class. He has physical and mental disabilities. Everyone in percussion must pass off major scales and exercises on marimba. For him, he is given multiple chances to test his knowledge, more time to process the question and if he pauses or hesitates during the assessment he is not penalized. These have worked very well for him to be successful in the class.
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