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Heather Lozano Posts: 6
1/19/2021
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I have a student who is currently in a wheelchair. His hands are folded in which doesn't allow him to play the regular keyboard with all the other students. In order to accommodate him, I found an awesome piano app on my iPad that he is able to use instead. From there he is able to tap the appropriate keys when identifying them and play the songs we are learning in class.
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Heather Lozano
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Heather Lozano Posts: 6
1/19/2021
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Using iPad apps is an awesome tool for those students have difficulties learning the ukelele. I am currently using a few piano apps to help further my students' piano practice. Gwenn Weston wrote:
One way I use technology to help students is the use of iPads in ukuele instruction. Those students who have difficulty can use an app to practice individually or with a partner.
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Heather Lozano
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Anibal F. Garcia Posts: 3
1/21/2021
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I have been fortunate to have ipads accessible in my music room. One year, I had a student who could not hold a recorder due to his disability, when we were learning to play. I had him and a group of peers use a piano app on the ipad to play along. This allowed him to still participate in our music learning and playing.
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Deanna Wittstruck Posts: 3
1/23/2021
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I have used Peer Tutors in the elementary piano classes I teach. Some students struggle with their finger dexterity and need many more opportunities to practice using correct finger patterns for scale patterns and songs. Students who excel and have already passed the level, are assigned to students who are facing challenges to assist during that part of the lesson. In most instances, the peer tutor has successfully helped the struggling student accomplish the learning goal for the day.
Another strategy I use is Mnemonic Instruction. I have stories to use to help my elementary students learn the keys of the piano keyboard. Each letter is associated with a character in the story. With many of my students who require extra motivation or have other disabilities, when the story is taught, I will ask them for a suggestion for an animal that starts with "E" (for example) and then we use that suggestion for that class. Some classes have a "C"at "D"og "E"agle, some have a "C"at "D"og "E"gret, some classes have "C"hicken "D"uck "E"gg. Whatever is meaningful to them and will help them remember the order. I have the choices written down on their attendance sheet so I can remember what they selected.
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susan winslow Posts: 2
1/25/2021
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Most strategies I implement tend to be towards adapting instruments to fit the needs of the students. For example, in guitar class I teach only partial chords and have students only use the three highest strings of the guitar and only one or two fingers when playing. I have also put rubber bands or a clip on the strings that we are not using so that they don’t play make sound if the student accidently strums strings we are not using. I also have had students go down to one finger and two strings. If students are still having trouble, I assign them only one chord to play throughout the song.
When listening to music I try to implement a lot of movement strategies to help students with adhd and cognitive developments. One method I use includes an arm movement, moving up and down, matching the rhythms we say. To display a whole note we would start with our arm at our side and sing a continuous note as we raise a straightened arm up to our head, ending with a straight arm next to our ears (shape is similar to a half circle). When we sing half notes we sing till our arm reaches mid body. Quarter notes would be a shorter distance and eighth notes even shorter. Another method I think is helpful is that I also like to announce when I make mistakes. This helps the class know with that mistakes are okay. I think that some students will not participate because they are too scared of making mistakes. When I share that a botched a note or said a “ta” on a quarter rest that creates an atmosphere that is conducive to trying.
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Jennie L Howard-Zeno Posts: 3
2/11/2021
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The first strategy I can implement in my classroom is discovery learning. I would use this in K-2. I would present a concept or an instrument to the class and guide them to discover everything they need to know about it. Like in the example with the drum, as students describe what they see, and what they hear, they are more take ownership of the many ways to play it safely, as well as its name and what it looks like and how it is used in different music. All students (not just ESE) will benefit from this, as we are having to reteach the basics to them as they return to brick and mortar schools.
The second strategy I use is chaining. Funny thing, the example given in the reading for playing the recorder is my exact process for teaching a new piece. I could probably copy and paste it from a past lesson! I start with reading the rhythms, then clapping them, then identifying the pitch names, then saying the pitch names in rhythm, then say it again with fingers on instruments, then playing it. then I will throw in a Kagan "play it for your shoulder partner" on both sides, so that the students who need more help get help from a peer, and the more advanced students get to teach what they know. I break it down into 2-4 measure chunks if the piece is longer. This helps with getting the students to realize they can self-correct, as well as gives me time to give direct and immediate feedback. Again, ALL students benefit from this strategy. It allows those that are more advanced to be challenged and those that are a not so advanced a chance to learn and practice.
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Jennifer Thrasher Posts: 3
2/11/2021
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Peer Partners is one strategy that I will be utilizing during ukulele instruction. Some students just understand chording concepts faster than others. Interesting that not all my students with disabilities struggle but there are a few that do. Peer partners will allow those students to share their knowledge as well as assist others. Students are empowered by sharing what they can do well and reap the benefits of helping others.
The second strategy that will be implemented is differentiated assignments during ukulele class. I have taught 3 chords and there are three groups of student progress. Students that can play 1 chord, 2 chords and 3 chords. When we play through strum-a-long songs, students will have the choice to choose if they want to play 1, 2, or 3 chords and which chords they will play. Differentiated assignments will allow an opportunity for every student, including students with disabilities, to be successful even if 1 chord is played. This approach will also allow provide students a challenge for advanced students, power of choice for every student, and motivation to improve to the next level.
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Davjay1983 Posts: 3
2/15/2021
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One of the strategies I use is Peer Partners. Whenever I am teaching a piece of music that requires more movement, I will pair a student who is strong with movement with a student who may have a more difficult time (this has come in handy especially for a child with a disability). What I have found is that the two will alter certain movements that might be more difficult.
I have used differentiated instruction. I use it to teach dynamics and tempo.
Assignment 1: define dynamics and tempo
Assignment 2: identify the correct dynamic and tempo marking in a piece of music (andante, allegro, etc.)
Assignment 3: Signal to show change in dynamics and tempo (raise hands, clap the accelerando)
Assignment 4: Using body percussion, create your own crescendos, diminuendos, etc.
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Rebecca Cochran Posts: 3
2/17/2021
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I've been using play along videos with my students while playing ukulele and guitar so that I can move around the room and help the students that need help and are struggling with the motor skills needed to play chords. I am also able to zoom in on the projector to make it large enough for everyone to see the screens.
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Jennifer Bassett Posts: 3
2/17/2021
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I teach several VE classes combined with GenEd students. In one particular class I have a high functioning ASD student and several EBD students as well as Tier 3 MTSS GenEd students with varying needs. As an added level of learning this year (and because Covid has changed EVERYTHING in my music classroom), while we are learning the music staff and note names without paper and pencil, I have begun a long-term project to compose music for an assigned movie clip in my 6th grade classes using Chrome Music Lab's Songmaker. I have iPads in the room and the students bring their headphones. This allows a grand opportunity for differentiated instruction AND Peer Partners. Visual learners are making connections with the colors that represent notes as well as providing a safe space for my ASD student to participate and explore. Auditory learners are understanding more quickly how the notes on the music staff are used to express their imaginations.The first week they explored the program and taught me a few things. In the following weeks I broke down the steps for the assignment and tackled one per week so as not to overwhelm (melodic contour, harmony, percussion expression, and final edits). The final step will be to email me the copied link to their composition so we can all "preview" it in class together. Using this format has allowed them to access it through their Google Classroom so they can work on it at home as well. They are amazing with each other and collaborating and encouraging in ways I never imagined.
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Deborah Bosic Posts: 3
2/18/2021
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One strategy that I use in the classroom is story mapping. Many songs have a story associated to them (e.g. Peter and the Wolf). Mapping the story structure helps students remember the story. I also use graphic representation of the high/low pitches and long/short notes. With the use of these strategies, students develop a visual representation of the music and can begin to construct an aural representation as well.
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Cynthia Tickel Posts: 3
2/19/2021
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I use learning centers (in a non-Covid year) and mnemonics in my classroom. The learning centers have a wide variety of ways to practice musical concepts, and putting them in mixed groups with the high and low performing students in the same group allows the ones who need help to get help from the ones who know it, and gives the ones who know it a chance to deepen their knowledge by helping someone else. The mnemonics that I use are rhythm and solfege syllables. Anyone who comes into the class at any time can see and hear the rhythm with the rhythms syllables. The solfege syllables take longer with training their ears, but I also have a visual representation of it in "Music Town" where they can see the relationship between the solfege syllables, know who are the "copycats," and understand their intervals. When putting the solfege on the staff, we talk about how the copycats are all in a space or on a line together and how far apart their intervals are in Music Town vs. on the staff.
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Lindsay Denney Posts: 3
3/18/2021
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One way I could implement these strategies into my music classroom would be by adding more opportunities for differentiation into my lessons. For example, instead of working on rhythm reading as a class I could have students work independently or in small groups so that students who may need more time on each rhythm can go at their own pace.
Another way I could implement these strategies into my music classroom would be to incorporate more opportunities for students to use technology. I have had access to iPads in the past and they could be used as an opportunity for independent practice (rhythm apps, listening to music selections, etc) or as a motivational tool.
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Suellen Kipp Posts: 3
3/25/2021
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I like to use Acronymns, Mneumonics, phrases, sayings in the music classroom. For example, when using rhythm sticks the quote we use in our building is, "If you play before I say, I will take your instrument away". That seems to work to keep all sticks still and quiet until they are all passed out and the teacher is ready to begin. The catchy phrases help not only students with disabilities, but assists all students in remembering important information. Another example I use in class is clapping and speaking "criss cross applesauce". This is a reminder to sit in criss cross applesauce. The rhythm and word connection reminds all students to be seated quickly and quietly to put hands on their lap so we can begin. Another tool I like to use is task cards as visual cues and reminders for procedures and expectations. If students see a picture of a child sitting in criss cross applesauce it serves as a visual cue for them to sit in criss cross applesauce. I can simply show the task card after clapping and speaking the phrase to the students who need the visual cue. I also like to use a cue card of an ear for active listening. Students know that the expectation for active listening includes eyes on the teacher, voices off, ears listening because we have previously discussed and gone over the expectation for active listening. We have summed active listening up into one visual; the image of the ear to serve as a visual reminder to everyone to quickly engage in active listening when they see the task card with the ear on it.
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Mary Short Posts: 2
3/25/2021
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Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
When I have had students struggle with tonal recall I have them practice with the iPad to assist with ear training. This process gives immediate feedback to the students. It starts with three notes and increases number of notes as student is successful.
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Jonny Lee Posts: 3
3/29/2021
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Option 1:
I teach at a school that haw ASD units. The high functioning students are in GenEd settings and the low functioning students are in a self-contained setting. Two strategies that I could see being used in my music classroom would be the following:
-Peer Partner- I have been using this at times already with having the ASD students in GenEd classes. I will often pair the students up with a peer to help them when playing instruments.
-Graphic Organizer- this would be a great strategy to help the students when comparing and contrasting.
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Jonny Lee
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Kate Dowdie Posts: 3
4/12/2021
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I rely heavily on Positive Immediate Corrections and Mediated Scaffolding - I feel they really work together in allowing a positive and responsive learning environment. It requires extra vigilance and monitoring, but is worth the effort.
I have several students with challenges writing/hand control; I created a digital option for the students to click and place their notation instead of writing it down. I have used Publisher to create and then Mimio Studio to put the activity together.
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Stephanie Devane Posts: 2
4/21/2021
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There are many helpful strategies that can be implemented in a music classroom to help students with disabilities. One strategy is peer partners. Selecting the right pair of students can be extremely effective in helping the student with disabilities learn a new task. Teaching students how to hold and play the recorder for example. I find peer partners to be helpful since students can sometimes explain things in a way a teacher cannot. They show tips and tricks that sometimes surprise me. Having a peer partner is beneficial to many students, not just those with disabilities. I often assign partners for everyday things such as modeling behaviors and procedures to those struggling.
Mnemonic Instruction works well using the Letter Strategy to teach students to remember the names of the lines and spaces on the staff. FACE stands for the spaces on the treble staff. An anchor chart made in class with regular review helps students remember this quickly. Another color-coded anchor chart helps students remember the lines on a treble staff; Every Good Boy Does Fine. These are tried and true methods, not just for students with disabilities, but for all students.
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Julie Hebert Posts: 6
4/23/2021
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Option 2:
I once had a student with several disabilities including a speech disability affecting his verbal skills. He was nonverbal because he had a condition that caused him to drool all the time. Additionally, this student also had an orthopedic disability affecting his hands. Fingers on both hands was misshapen and had no strength. Playing soprano recorder for the first time, along with his classmates, was going to be difficult. I had a conversation with his ESE Specialist regarding the anticipated difficulty. I asked her if she had suggestions for how he could fully participate with his classmates. His teacher shared that he already had a district-supplied iPad as part of his IEP intervention strategies. She suggested that we look for a recorder app. I was able to find a high-quality app called -
Learn to Play Recorder (https://itunes.apple.com/us/app/learn-and-playrecorder/id543660617?mt=8) - This app is based on the Recorder Resource Kit by Denise Gagné. Learn and Play Recorder teaches beginners about the recorder, how to read music and how to play the soprano recorder. The app includes 38 songs from Just B to Camptown Races, all with a full performance track to play along with! Price: $3.99
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Lesley Dennis Posts: 4
5/3/2021
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I had a student who had a disability that made it unable to him to sit for long periods of time, and engagement was a factor.
In my class, he used an iPad and I projected my presentations onto the iPad for him to be able to follow along closely. It also allowed him to highlight, circle, and enlarge text if needed as well. It allowed him to stay on task, while still meeting his individual needs.
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