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Amy Clark Posts: 3
3/25/2019
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I currently have a student that is physically disabled. He was in a car accident as a toddler and lost the use of his right hand/arm. I tried him on horn, but that didn't work very well due to poor pitch recognition. However, he was very energetic and became interested in percussion. He can manage all snare rhythms through eighth notes one-handed. For concert literature, I've been able to use him on bass drum, bells, suspended cymbal, sleigh bells, etc.
I also have a student that misses my class 3 days a week due to speech therapy and counseling services. Due to missing lots of practice time, she is very anxious about playing in front of others and she is in a class of 32. She is now allowed by another teacher to come in during another class period when she is done with her work and this class only has 12 students, so she is less self-conscious and successful.
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Laura Cabrera Posts: 5
3/27/2019
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I had a student with a visual impairment in the choir who had a hard time reading the sheet music. I used highlighting and color coding to help her understand the dynamic markings as well as the lyrics in the piece so she could be performance ready with the group.
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Celia Sperotto Posts: 3
3/27/2019
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I actually do this with all of my students and I find it to be the most fair way to assess knowledge learned in my classroom (besides playing tests). I do something along the lines of response cards, but instead of paper and pencil, I ask a question as an assignment on Google Classroom that requires only a sentence or two to answer it (we're a one-to-one school). This is something I have them complete in class so if there are any issues I can help the students. I give them credit for turning it in (I call it a did-it grade) instead of whether their answer is right or wrong. This lets me know as a teacher who may need some additional help and/or if I need to reteach the concept to the entire class.
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Helene Franco Posts: 3
3/27/2019
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In my guitar classes, I always give more time for students to complete their tests, whether it is a playing test or a written test. In my orchestra classes, I have my students at the end of the week give themselves a evaluation of their performance abilities in the areas of note reading and rhythm reading. I give them points for turning in the paper. My students get graded on performance skills performing in small groups of their choice and must complete assigned music passages and or scales. Students with disabilities are allowed more time to complete music playing.
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Sarah O'Kelly Posts: 4
4/2/2019
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
- I use something along the lines of response cards, but individual white boards with students. Each student has one and writes/draws their response with a dry erase marker so I can check understanding from all students along the way.
- For students that take longer to process information, particularly in a written format, I post practice recordings of the voice parts on each classes page so they may take extra time to learn their voice part.
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Eric Elias-Rodriguez Posts: 3
4/2/2019
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Responding to Option 1:
I usually administer playing tests in the middle of class. However, I have had students with anxiety disorders or developmental disorders that require either privacy or more time to complete the test (through their IEP) play their tests for me in a side room such as my office. If I know a student has an anxiety disorder in particular I have sometimes administered playing tests in pairs or trios in order to assess students individually without all attention on them. Also, if an injury or illness affects a student's ability to play, sometimes I have had them show me the fingerings, tell me note names, or sing their parts in order to demonstrate that they understand and can play their parts.
edited by Eric Elias-Rodriguez on 4/2/2019
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Revae Douglas Posts: 6
4/3/2019
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One of the most comprehensive aspects of assessment in secondary music is performance assessments. A modification I have made for a number of my students with special needs is individual performance assessments. Within these assessments, students perform one-on-one for me and I get the opportunity to provide immediate feedback. After this, we address the items that can improve and then the student has the opportunity to work on it again until it get it right. This approach has worked really well with my students who have slow learning disability. The repetition and individual attention has allowed them to improve significantly.
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Revae Douglas Posts: 6
4/3/2019
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I have found that allowing those students with anxiety the opportunity for one-on-one attention isolated from other students makes them more comfortable and allows them the opportunity to feel safe. They are more willing to perform and don't feel the pressure in performing and allows for me to assess their ability and add feedback.
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Benjamin Gerrard Posts: 3
4/6/2019
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I had a saxophone student who injured her shoulder while wrestling. Instead of having her play her excerpts from the pieces and scale tests, I had her do the fingerings with her saxophone on the side of her (she could do that with a chair under her saxophone) while singing the parts. For her scale tests, I had her say the note names and do the fingerings so I could check her understanding.
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+1
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Tamara Lewis Posts: 3
4/10/2019
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With a student who struggles with tracking - both reading English and music - I have assisted by pointing to measures, covering other lines on the page to assist with focus, and used colored transparency sheets. Each of these strategies were adapted from ELA classrooms to assist students with tracking, dyslexia, and other readings issues.
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Farryn Weiss Posts: 3
4/11/2019
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I have a student that is on the autistic spectrum and what I have found is that by altering and providing a timeline different (extended time but with clear expectations/requirements)and more accommodating for this student that allows for them to still complete the assignment or modified assignment has been quite successful. The student uses this additional time responsibly and everything is clearly established but allowing them to work at their own level and a more appropriate pace-written or playing.
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christina Rynasko Posts: 3
4/11/2019
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I have a student that is severely hearing impaired and is learning to sign read lips. She has a sign language interpreter in the classroom. When her interpreter is not there I not only make sure I stand next to her and give instructions but I also write and draw out instructions for her.
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Wallace Rahming Posts: 4
4/21/2019
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Three years ago, I had a student enrolled in my choir that I assumed had dyslexia (I'm not certain because our system did not test for dyslexia at that time). Whenever we reviewed music theory items in class discussion (identifying symbols, notes and values), she would answer with 100% accuracy. When given a written assessment, she would score extremely poor - and this was with the accommodations listed in her IEP (extended time / fewer test items). I decided to use accommodations for the testing directions through simplification and repetition of the assessment directions. I added response supports and accommodations by recording the directions, questions and answer responses which were repeated three times. There were three answer choices (A, B & C). These were enlarged slightly on the page for her to easily decode (and other students not to notice). Not only did the student's assessment scores improve but the scores of many others in the class as well. In addition, her confidence in performing vocally went to a higher level.
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Sara Johnson-Scalisi Posts: 3
4/23/2019
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Option 1:
We constantly have students who are injuring themselves or have wisdom teeth removal. If they have that issue, I like to provide an alternate assignment of them playing a different instrument or singing. One example would be that I currently have a trombone player who just got out his wisdom teeth. I have asked him to perform his scales on the piano instead. That way I know that he is learning the scale patterns and notes but giving himself time to heal physically.
I also provide alternate assignments for my student who has Down Syndrome. His parents don't bring him to perform in the end of the year concerts so I have him perform for me in class. Since he doesn't read music, we schedule a time outside of our normal band class hour and he plays something for me. I encourage him to perform what music he likes (typically something recognizable with a simple melody). Sometimes I'll play the piano and he can sing. He loves it! He has a good time and gets him involved with the process of performing.
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Alain Goindoo Posts: 3
4/24/2019
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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 a student with severe ADHD this year. She is highly talented but can sometimes slip through the cracks with what she has retained. An Exit Card would allow me to track her learning in real time and make adjustments where necessary to maximize her learning and retention. We could use flash cards or half a sheet of paper and the students can respond to a given question regarding their understanding of the material learned in class, as well as what they can work on at home to improve their skills. The student as well as the entire class can turn in their cards at the end of the period as they leave class. Another ongoing assessment I could use is a journal for the students to track their understanding and learning. The students complete a record of their development and practice time in order to track the students progress.
Administrator wrote:
Choose One(1):
- 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.
- 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.
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Todd Leighton Posts: 3
4/28/2019
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I have a student in my AP Music Theory class that is hearing impaired. He can only hear certain frequencies in the sound spectrum. He was having difficulties with harmonic and melodic dictation so I met with his hearing specialist and parents to provide accommodations. I gave him extended time and repetitions to do the dictations. Plus, he uses special ear pieces that enhances the sound for him. Also, he does these dictations by himself so he can not feel pressured by the time limitations. Al of these accommodations have made a great difference in his performance.
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Mandy Papenbrock Posts: 4
4/28/2019
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In the area of responding (how students show what they know), I have employed a system termed “modes of learning” to assess students’ level of understanding. These include giving my students a choice when displaying understanding wherein they can draw a picture, build a 3D display, write a poem/song lyrics or create and perform movement. This can be helpful for all of my students, but especially students with various needs and accommodations.
In the area of presentation (how students receive information), I am sure to provide visual, auditory and kinesthetic delivery methods for our goals and objectives/directions. With written information, I had a student who needed enlarged text. I was sure to write information on the board as large as possible and provided all written type in an enlarged format. When a preprinted resource was needed i.e. sheet music, I obtained/provided large print copies.
For students who require extended time with lessons and assessments, audio examples are provided via their grade portal wherein they are able to practice and prepare for assessments at their own pace. Extended time is also provided for written assessments.
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Derek Chaisson Posts: 2
5/1/2019
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A few years ago my distract introduced a EOC test for all 5th graders. I teach at a tittle 1 school where there are many IEP's that require accommodations. The first year I attempted to test these students separately based on the IEP. The next year we used the person who is normally assigned to them when they test. The students were much more successful with this adaptation.
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Elisabeth Crumrine Posts: 5
5/2/2019
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In my keyboard class, I give deadlines for playing tests to be completed. However, the goal is for the students to successfully grasp the concept/skill. I allow students extra time and extra practice opportunities to achieve a passing grade on their playing test. I will also allow students to retake their playing test after I explain the issue they are facing and giving them extra practice. I have also had students with broken hands--in this case, I would have the student play the bass clef, for example, with their right hand to demonstrate they have the note reading skill in the bass clef.
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Elisabeth Crumrine
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Cody Tempest Posts: 3
5/11/2019
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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.
I used to have a student with an anxiety disorder that had to do with testing. On written tests for the class, I would have to put him in my office and stand at my office door with the class was testing, read the questions aloud to him, and allow him to respond verbally. When it was a playing test, he would have to play in my office for me and not in front of his peers when he tested.
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