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Roslyn Lawson-Lee Posts: 3
4/9/2017
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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 who was deaf in the right ear - D/HH - Deaf or Hard-of-Hearing disability. He was in my chorus class. I had him sit in the front row, in front of me, a little to his right so that his left ear/side was near me. He was able to learn his voice parts in the songs, do vocal warm-ups, and passed the class with an "A." When he struggled with pitches or words, I would work with him one on one and give him alternative written music assignments.
-A student could not use his right arm/hand - OI - Orthopedic Impairment. Students had scales and music pieces to work on at the piano. I allowed him to play all the left hand sections of pieces and do his scales with just the left hand for his grades. I also allowed him to play the right hand parts with his left hand alone at a separate time from when he was playing left hand parts and gave him extra credit points each time.
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Samuel Shingles Posts: 4
5/5/2017
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One of the things I have always done to assist my students with disabilities(ASD) is to allow them to do their vocal test with me privately before they perform their music for a test. For testing purposes, I always allow them to sing with stronger singers and they always do extremely well.
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Lauren Brautigam Posts: 3
5/5/2017
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In my guitar class, I had a student who broke his wrist and could not play with his left hand. In order to pass our playing tests, I had him perform the right hand fingerings correctly. Then, I had him instruct me as to where my left hand fingers should go. Him being able to instruct me allowed him to firmly grasp the concept without being physically able to perform it.
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Nicole Bennett Posts: 4
5/6/2017
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In the past I had a band student with OI. He was unable to use his left hand, was small in stature, and walked with a gait. In beginning band, much effort went in to choosing an instrument that he was excited about, that could be held/ performed using only the right hand and could be transported by him. Ultimately, we settled on the baritone, but strapped the case to a small rolling dolly for transportation. I was also able to allow him a second instrument to keep at home for practice.
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Nicole Bennett Posts: 4
5/6/2017
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Option 1: I have had a multitude of SLD students. All of my students have a variety of ways they may take their playing tests: 1. They may perform the test individually in class. 2. The student may perform the test individually before or after school without an audience. 3. The student may use the technology softeware that comes with our method book to create an audio recording and send it to me electronically. Or 4. The student may create a video recording of themselves performing the assessment and email it to me. Also, all tests may be retaken as many times as needed until the student reaches a score with which they are happy.
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Brett Bailey Posts: 3
5/20/2017
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I have had students with ASD come to my Music Appreciation class, and a form of assessment that they have enjoyed is response cards. I use white boards with markers instead of cards, though I have also used flip cards that I laminated as well. There are even apps you can have the kids download for these purposes, provided that your admin approves of their use. It provides immediate feedback, and if they get frustrated, I can give them breaks. For example, I once had a kid who loved to draw. I noticed he was frustrated with the activity, so in between questions, I would throw in "When you finish writing your answer, draw me a tiger." It allowed him to be motivated to finish, rather than both of us be frustrated.
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Jennifer Christensen Posts: 3
5/27/2017
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When I was teaching middle school band, one of the class requirements was to play scales individually during class. I had one student with an IEP that included a social disorder and an anxiety disorder- the mere idea of having to perform this task in the front of the class was more than unappealing, it was enough to send this student into a panic attack. I allowed this student to make an appointment to perform their scales for me before or after school so they did not have to do it in front of the class and allowed their participation and performance with the large ensemble to cover the "performing in public and in front of peers" aspect of the teaching goals.
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Shane Olson Posts: 3
6/2/2017
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While teaching choir this year at the Middle School level, I used student journals as a form of assessment. I would have the children answer one of the LEQ's in the journal. When it came time for grading, I had a rubric used for all students, but based on IEP/504 accommodations, if a certain student had a specific item listed that was needed to be accommodated for, I implemented this for that student.
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Ann Adair Posts: 1
6/2/2017
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I have had several students with severe social anxiety disorder. I always offer an alternative to those students for our in-class recitals and assessments. The alternative is to come in to play without an audience (before/after school, lunch), or to submit a recording to me. I do require that they announce themselves on the recording and include the date. This alternative has put many students at ease and allowed them to progress at a comparable rate to the rest of the class.
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Jan Miller Posts: 7
6/2/2017
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I recently had a high school student with IND who usually appeared to be working on task on his online art appreciation course who was in fact “zoning” most of the time and not making any progress. We initially modified the content so he only had to take the online tests and not the quizzes and accommodated him by giving him all the time to take these assessments. While he was doing this I created a “cut-to-the-chase” print version of his online course cutting each unit down to one page per art era including color pictures, color coding, boldface and other text features to keep his interest and aid in retention. I previewed one page (one era) with him, one-on-one, using presentation methods such as pointing and providing mnemonics in the artworks which would be dead giveaways for a certain artist, period or style he needed to identify. One of these mnemonics was particularly relevant to his daily experience. He was then told to go off and study this sheet for as long as he needed and return for an oral quiz. He did quite well. By this time he was into the spring semester, participating with the drawing students. I developed a grading system compatible to that used by the online art appreciation course so he and others could have their studio art projects count for art appreciation grades. At first he didn’t show special aptitude but on two projects he had one of the top two grades in the class. I believe this to be due to clear, step-by-step instructions on the Promethean Board with a document camera zooming in on my demonstration plus his extra interest in the subject matter and increasing confidence in his ability to perform. I plan to use this cut-to-the-chase version in the future with other students as previews, Twizzler Reviews* and handouts for all general ed students in addition to serving as alternate assessments for other SWD’s. (*Twizzlers fly through the air, end-over-end, adding an air of humor and excitement to review time.)
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David Lawhead Posts: 7
6/13/2017
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While teaching elementary music I had a child who was D/HH. During my on going assessments, while assessing steady beat, I allowed her to sit on a speaker to perform a steady beat. By sitting on the speaker she was able to feel the pulse and perform a steady pattern with the music.
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David Lawhead
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Brooke Stoermer Posts: 3
6/13/2017
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I had a student enrolled in my General Exploring Music class who was on the spectrum for Autism ASD. He was highly intelligent, but it was very difficult for him to write his answers to weekly quizzes that we had every Friday. Instead of having this students write in his answers to the quizzes, it became routine for us to meet at the start of the quiz in my office where I would read the question out loud for him, and he would point or say the correct answer for me. This was an assessment accommodation that was used for this student that allowed him to be successful in the class.
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Tyler Losco Posts: 3
6/13/2017
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I had a student in my beginning band class with an intellectual disability. I altered his playing tests so that he would play one measure at a time for me. He struggled to play the entire exercise continuously at a steady tempo so he did much better when I allowed him to break it up into smaller chunks.
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Robert Nicholson Posts: 1
6/19/2017
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I taught a student with ADHD for two and a half years in my Chorus classes. I came to be able to recognize when his medication had been changed, and, more obviously, when he had not taken it. I instigated more small-group activities in his class for sight reading practice: this helped him to stay more focused than when he was in the large-group setting. When taking standardized tests, he requested to be allowed to test in a storage closet to remove distractions; after my initial reluctance, I found that this worked very well for him. He began to take more care with his tests, and his test scores improved.
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Robert Stubbs Posts: 3
6/19/2017
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The two assessment accommodations that could benefit a student I have in mind are 1) extra time to complete assessments and 2) directions, repeated or clarified. The student I know is eligible for the Deaf/Hard-of-Hearing and Language Impaired programs in Exceptional Student Education. He wears bilateral cochlear implants and is also a second language learner of English. He benefits from having directions repeated, restated or presented in different ways such as oral directions also provided in a written format. Once the directions are explained and confirmed the he understood, the assessment process works so much better. Obviously, with his hearing and language difficulties allowing increased up to double the time helps level the playing field for him to be assessed in class. He is a remarkable student with so many challenges to deal with.
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Charlotte Walters Posts: 3
6/23/2017
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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 then they tell me in their journal. I also ask the 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. She would also discuss with me 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 an extra copy with the specific notes for that student only. I also read any formal assessments verbally to the student with extended time so she can process each question. These strategies worked well for her.
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Stephen Terry Posts: 3
7/3/2017
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I use Adapted Assessment in my first-year high-school guitar classes. These are experience-based classes and I do not expect the students to perform individually in an advanced manner. I differentiate the assessments for the individual students, but all assessments demonstrate a basic knowledge of the concept(s) involved.
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Allison Arthurs Posts: 3
7/18/2017
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I have adapted assessments in several ways. One way is when a student, due to a disability, has a lot of trouble performing for a Piano playing test with both hands simultaneously either because of cognition or coordination.Sometimes they just can't get both hands to work together. In those cases I will have them play with me as a duet. They would play the right hand while I played the left and then we would switch parts.
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Chris Touchton Posts: 3
7/20/2017
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I had a student who broke their writing arm and was unable to complete their written music theory test. We met before school and the student gave me their answers verbally.
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Amy Beres Posts: 3
7/27/2017
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I currently have a student who is high functioning with Asperberger's and he was intent on auditioning for my top ensemble. Instead of submitting his audition all at once, he submitted it to me a little at a time and used the feedback I gave him as guidance in moving forth with the remaining audition material he had to prepare. The constructive criticism and praise that I was able to provide was also good motivation to keep this young man working even harder. (He made it into the top band!)
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