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Manuel Camacho Posts: 3
10/3/2018
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I have a student who is visually impaired. Instead of assessing him with a written assessment (having him write a short answer describing Rockabilly music) I could have him record his answer of him describing musical details of a recording. He could describe the instruments he hears, the tempo and general register of the vocalist. With the same student, I could assess his understanding of tempo by having him clap to a song. This would allow him to show me his understanding of tempo and how quarter notes and eighth notes work with music, instead of having him write out rhythms on staff paper.
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Kathleen Kinion Posts: 3
11/5/2018
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I have had a student who has had vision impairments which makes I hard to read his band music. We ended up figuring out a way to make sure he can clearly see the music and understand it. For his music, we made sure the music was enlarged and he could add different colors. When he was a beginner, we diligently went over notes and spent a lot of time with just indentification bersus playing.
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Jeff Adams Posts: 1
11/21/2018
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I have a sax player that has multiple exceptionalities. After working with him to assess where to start, I had him download a free tuner app on his phone so that when he is practicing on his own he can confirm that he is sounding the correct pitch.
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Keenan Ellis Posts: 3
12/28/2018
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In my guitar class, I had a handful of students who were allotted extra time on exams. For both written, and performance assessments, they started the exam during the normal time, but were able to finish the exam after school. If any other students were to finish their written exam before the students with exceptionalities, they were to work silently on the introduction for the next lesson. This allowed the classroom environment to be quiet enough so that the exceptional students can fully concentrate on their work without any stimulants, or distractions.
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Jessica Russell Posts: 3
1/1/2019
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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.
There was student in my high school band class that had severe emotional difficulties related to anxiety/depression. He refused to complete any of his recorded playing assessments. I arranged to meet with the student once a week to have her play for me. During that time, the focus became addressing his resistence to recorded assignments and addressing the problem. This helped us develop a better rapport, and increased his enjoyment of my class.
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Hannah Haugen Posts: 3
1/5/2019
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I have a few students who suffered with anxiety and would not be able to perform their playing test for the class. I have started giving everyone in my class the opportunity to record their assignment using Google Drive to complete the assignment or come in during lunch to play them off. Many students who don't suffer with this problem still enjoy recording their assignments so the pressure is off.
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Riley Batts Posts: 3
1/7/2019
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I have had several students suffer from anxiety while performing playing tests. The students who could not do it in front of the class were allowed to go into a practice room and record themselves performing the playing test. This has mitigated a lot of the anxiety around their performance. They delivered the same product as the rest of the class, but accommodated their performance of it.
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Ross McCarthy Posts: 3
1/9/2019
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I had a student with a learning disability who could not keep up with the other students. So when it was time to take a test I would give the other students an assignment and coach the student through the test so that they felt like he was doing it just with a little coaching from me.
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Francis Bermudez Posts: 3
1/12/2019
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Currently have 2 students who have throat related surgeries that are not allowed to play their instruments. For assessments they must fingering the notes, write out counts of the music and tap the rhythms to ensure they understand the material.
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CMcCarthy Posts: 4
2/5/2019
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Tiered Lesson- Guitar Class
Student diagnosed with dsylexia.
Grouping students according to level of experience and students with disabilities
Tier 1- Perform music that is adapted using simpler rhythms, fewer string changes, such as an ostinato or descant part
Tier 2- Perform music as written correctly
Tier 3- Perform music that involves more complex rhythms, more string changes and involves chords as well as single notes
Accomodations included: seating close to screen, enlarging the music, and providing extra time to prepare.
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Annabelle Robinson Posts: 3
2/17/2019
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- Option 2: Think of a music student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her music learning. Share your response in the threaded discussion.
I have several students with learning disabilities where they require more time to complete tasks. We have several ensembles in the program, so I place students into the appropriate ensemble based on their ability levels. Typically these students perform with the ensembles that perform the easiest music.
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Jonathan Peters Posts: 3
2/21/2019
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Option 1:
I have a student with a vision impairment. She was in both my concert band and my Jazz ensemble class. I would regularly enlarge the music for her, including her coordinate sheets for Marching Band. We also had another student have their hand on her shoulder to lead her to her spots for Marching band. She takes all of her exams on the computer.
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Lily Hartzog Posts: 3
2/22/2019
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This year I had a student with "other health impairments". She could write, but it was very difficult to read, and took her a great deal of time to complete. This usually also caused her to lose interest quickly, because taking the exam was more difficult than her interest level could withstand. I had someone read the test aloud to her, she would answer, and the other person would write down the answers for her. She would speak the answers incredibly fast, showing her advanced knowledge, and she felt much more confident about what we were doing with this method.
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Jessica Gronberg Posts: 3
3/7/2019
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In both band and choir classes, I have formative and summative playing/singing assessments demonstrating their understanding of various musical concepts within the musical literature we are rehearsing. Providing students who need additional time an opportunity to complete this assignment or to record their assignments to send to me as a means of not performing in front of their peers or being able to practice/rehearse until they are indeed ready for submission has been used. Of course, when students are unable to sing or play for various reasons-illness, injury, etc... they are always able to demonstrate their knowledge of the music by writing in counts or note names, fingering notes, identifying and defining key musical terms, etc...
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Dan Wooten Posts: 2
3/11/2019
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We have several students with Asperger Syndrome. Having them prepare audition material in the same length of time as the general population is nearly impossible. Typically we will re-write the excerpt by shortening it. In order to make sure that we include measures that present all of the elements for which we are assessing in the audition. The outcome is they have a positive audition experience and also work on the concepts that we need them to master.
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Raymond Lay Posts: 3
3/11/2019
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I had a student who had an accident and was unable to use his arms for an extended amount of time. He was in my Intermediate Band class and played the drums. Well, for his end of the year assessment, since he was unable to play in our concert, I had him create a 32 bars of an original piece using the Quaver program that our school was piloting.
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Matthew Clear Posts: 3
3/14/2019
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I remember when Noah took my general music appreciation course. Noah was a great student who always wanted to participate to the best of his ability. His orthopedic impairments confined him to a wheelchair and did not allow him to participate in our name game which involved moving around the room (which has various levels to accommodate choirs and ensembles). Instead, we accommodated Noah and played a smaller version of the game using only the first level of the room.
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Ashley Huffman Posts: 3
3/20/2019
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I have several students who struggle with learning disabilities of different kinds. When it comes to playing tests I give several options in which a student can take their test. They must always attempt in the class period on the day of the test. If they "fail" for whatever reason they can make it up as many times as they want until the end of the quarter. They can do it one-on-one. They can do it with a peer present, or on a day/period that they feel more comfortable. I do not penalize them on tries. Sometimes, students just need more time to learn and grasp a certain technique or skill.
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Chip Powell Posts: 2
3/22/2019
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I had a student with cerebral paulsy. He had limited use of hi left arm and right leg, as well as some limitations with facial muscles. My summative evaluations for him were based upon effort and improvement upon memory of fingerings and pitch recognition. Whilst other students were advancing toward more challenging range or rhythmic exercises, he would be encouraged to write in pitch names and execute the correct fingering for that pitch. Eventually, he was directed to be able to tap either foot to the downbeat whilst playing. 'Band' became his entire life and he was welcomed into that 'family'.
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Miranda Stewart Posts: 3
3/22/2019
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I had a student who was in a wheelchair in my Show Choir. We would have choreography pass offs where small groups of students would perform portions of their song for me and the rest of the class. When her and her partner would perform for their pass off, they would have modified choreography they would need to showcase. It was their job to make sure they informed and performed those modifications to me beforehand so I knew what to look for when they performed. As long as what they did matched, they received full credit on each choreography pass off.
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