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Gwen Gregg Posts: 3
8/1/2017
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One of my students has an Intellectual Disability. I know she understood the concepts of singing and learned the music the choir learned. She could tell me all about note values and note names, but she had difficulty in writing them down. For her evaluation, I allowed her to verbally give me the answers. We followed the test - question by question and she was able to tell me her answers. She did very well, only getting confused a couple of times.
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Derek Currier Posts: 3
8/30/2017
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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 am currently teaching a ukulele unit in my middle school music class. I have a student who broke his wrist one week into school and he is now unable to play ukulele. It is also his right hand which is his writing hand. I have had him orally tell me the fret numbers that correspond to the notes and orally identify the chord boxes. When it came to the assessment where the students had to identify the parts of the ukulele, I made a word search for him with the parts of the ukulele in it and he was able to circle them with his left hand as well.
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Kevin LeVine Posts: 3
8/30/2017
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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 can think of one student specifically who I adapted assessments based on his disability. He was in my guitar class had autism. He struggled to be able to play beyond a mistake during a playing test due to his disability. I allowed him to complete his playing tests in smaller chunks, sometimes only a measure or two in length.
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Bobbe Butler Posts: 3
9/9/2017
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PROMPT: 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.
RESPONSE: I have/had students with Emotional/Behavior Disorders which gives them severe anxiety playing solo in front of the orchestra class. Their alternative assessments options include:
1) Live one-on-one assessment
2) Video recorded assessment & emailed from parent address
3) Peer Grouping assessment usually with their stand partner
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Anthony Soldano Posts: 3
10/11/2017
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Several years ago, I had an autistic student in my keyboard lab. He was very enthusiastic and a good student. He was able to learn and play what the rest of the class was doing but needed more time to process information. When it came time for assessments, both ongoing and summative, I allowed him to play each song at a slower tempo, in small sections, and sometimes on hand at a time. Not only did this allow him to complete the same work as the rest of the class but gave him a sense of pride that he was tested on and passed the same music as the rest of the students.
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John Peasant Posts: 2
10/16/2017
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I once had an EBD middle student who dealt with blindness. Along with a para-professional who had some musical background, I was able to convert much of her written assignments and sheet music into braille to allow her to participate in instruction. I also made sure to give her CDs/ digital copies of the music we rehearsed for her to follow along and prepare to.
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Jeneve Jarvis Posts: 3
10/16/2017
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I had a student who had difficulty processing the written word in my middle school band. He was a very slow reader who also struggled with comprehension. When it was time for the class to take a written evaluation on Music theory. He went with a teacher assistant, who was able to read him the questions out loud and provide him with the extra time he needed to complete the test.
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Susan Packer Posts: 4
10/23/2017
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I have had quite a few string students who break an arm or wrist and then are not able to play their instrument for 3-6 weeks. These students need to be engaged in what is going on so that when they can rejoin the class they are not behind. I usually assign a different "career role" to the injured student.The first job is "teacher" - I let the injured student sit with a peer who would benefit from having the injured student point to the music notes as we are playing, or circulate around "fixing" hand positions and posture.This year, I have a 5th grade cellist going to the principal's office once per week to give the principal a private cello lesson - the student is reviewing all the steps of posture/position and music reading skills while exposing the principal to just how much skill is involved even in the playing of Twinkle Twinkle Little Star. A second "career" is conductor - the student learns the basics of the beat pattern, the class is more fully engaged because it's a peer, and I get to see who can keep a pulse. Another job is "music librarian" or "historian" they get to file or read aloud or even narrate a program. Sometimes I let the injured student use my cell phone to record the "Best or the Worst" as the class is performing and we discuss what is great or can be improved.
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Barbara McNeely-Bouie Posts: 4
11/9/2017
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In chorus, I find the Time Allocation strategy most helpful for students with disabilities. Scheduling extended or extra times for one-on-one instruction is extremely beneficial.
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Aristides salgueiro Posts: 2
12/26/2017
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Over the years I've had several students who have broken or fractured arms, fingers and wrists, which have impeded their ability to play their musical instruments for assessments. To test their knowledge of scales and notes, I've usually let them simply hum or sing the music. For written assessments, depending on the need, I'll allow them to complete exams that have been modified to have fewer questions on a computer, since they can maneuver more easily with a computer keyboard than by hand.
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Brittany Smith Posts: 3
1/2/2018
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I currently have a student with Autism. She was struggling with a section of a written test on which she had to determine the starting solfege syllable using a key signature, then label all of the following pitches with the appropriate solfege syllable. I saw that she was labeling almost all of them incorrectly even though, though formative assessment, I know that she has the ability to sing them correctly. I did not change the expectation, but simply the format of the test. I had her sit with me at my desk and sing through the example. As she sang each note, she would pause to write it down, and she was much more successful!
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Susan Bazin Posts: 3
1/5/2018
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
Students are asked to track their musical progress and understanding throughout the year with the use of Student Journals. They are given a small ring notebook so that with a 3-hole punch, they can also add evaluations from FBA music performance assessments and their teacher (adult), "You Sound..." and other peer-evaluation worksheets, practice records (parents) and self reflection checklists. However, they most effective entries are thier own reflections on progress. Adaptations are allowed through the use of text (computer-typed or handwritten), drawing pictures (to elaborate concepts they have learned) and print-outs of articles from websites. The only thing I've not been able to incorporate directly into the notebooks is sound recordings. They store them on their school issued chromebooks, so it can be used as a reference for them, as needed. I prefer a written/drawn account that can be kept in their music cubby. Once they get excited about the assignment, they need little encouragement to "put it in The Book", tracking their own successes and inspiring them to match the success of fellow students. For example, one student learned the chromatic scale on their own time. (It's an assignment that was to be made later in the school year, but he came across it int he method book and wanted a go.) As soon as he was able to enter it in The Book, other students wanted to try to learn it too. He met with them during lunch to help them in the same fashion he'd learned and voila... half my class knew the chromatic scale ahead of my own teaching schedule! This included students with IEP accomodations and other learning disabilities. Throughout the year, I will go through the books. Especially if I see a student struggling with a concept or the opposite, getting bored and needing a good challenge. I will write notes in the columns of The Book (ie: See me for a lesson, you got this! - or- meet with your section leader who struggled with this last year, but now is an ACE!) At the end of each year, students are asked to reflect on where they began and where they are now using a step-by-step review. They are also asked to predict where they will be at the beginning and end of next year which helps them to look ahead, set goals and work to achieve them.
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Alex Kovalsky Posts: 3
1/9/2018
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I had a student who had a broken wrist who could not play piano for his regular playing quizzes. Instead of changing the assigned piece, the student arranged the song so that the melody and accompaniment were both playable with a single hand, and was still held accountable for all the other musical elements that the other students were.
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Nadia Sawa Posts: 5
1/25/2018
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Over the years, I have had quite a few students that suffer from anxiety. Since I often assess my choral students ability to sight-read music, by having them sing a sight-reading exercise alone in class, I knew I had to offer accommodations for the students who struggled with anxiety. Therefore, I offered before school assessment time. The students who could not sing in class because they felt anxious, could sign up to come in before school during my "assessment time" to sing for me individually. I found this to be very effective however, there were a few instances where the student felt anxious even in front of me. Therefore, I allowed him to use his smart phone to record the exercise, while I stepped out of the room for a moment and then had him play the recording for me.
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Keely Werly Posts: 3
2/11/2018
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I have a student in my guitar class who broke their wrist of their strum hand. To keep this student engaged I have made the following adjustments so he can still participate in his assignments and playing tests:
- Shadow playing the notes and saying the note names out loud
- Tapping rhythms on his guitar, instead of finger picking them to show understanding
- Helping students tune their guitar by turning their tuning pegs while they are plucking the pitch
-He's comfortable with singing, so he doesn't mind singing the melody line of songs
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Philip Holt Posts: 3
2/26/2018
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I have a student in my Piano class with a motor disability who cannot perform/play at the same rate as other students. To help with my assessments with him, we have 3-5 minute meetings almost every day, either at the beginning or end of class, to discuss what he can do and how to exercise as to improve his hand/finger function in my piano class. Through these meetings, I get to have a one on one time with him to observe his practicing techniques, how he handles different musical stresses while playing, and find better ways to not only help him, but other students who may not have the same tactile abilities. Not only do I have these one on one times with him, I also allow him for more prep time on certain pieces or pages to play. This allows him not to feel as rushed/stressed as it could be when everyone could possibly be moving faster. So far, he always attempts and performs every test and sometimes wows even the other students with his progress.
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Michele Cole Posts: 3
3/5/2018
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I had a student who was out for 6 weeks due to surgery. I allowed him to borrow a keyboard. His family recorded him playing and I was able to assess his skills that way.
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Scott Bourne Posts: 6
3/7/2018
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I have used solfege in the past with students instead of written music. I have also used different instrumentation with students that have had a short term physical disibility.
In assessment I always give multiple opportunities for students testing. this gives them the opportunity to play or sing the music properly and still be graded properly. Extended time is another accommodation I use with these students.
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regina register Posts: 6
3/11/2018
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I have a vocal student who struggles with writing skills. He takes his written quizzes with me face to face and answers the questions orally. He has been successful with this format of assessment.
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Paul Jackson Posts: 3
3/16/2018
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I have had several students over the past 15 years who struggle with performing playing tests in front of other students. Using today's wonderful technology, I have permitted these students to record their playing assessments and submit electronically for grading. I used to only use an audio recording, but now can even use video, which allows me to better assess physical technique issues.
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