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Sara beneventano Posts: 4
10/13/2021
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I once had a 5th grade student who was visually impaired. He wanted to learn to read music and play the recorder and learn the songs but also the notes on the treble clef staff. I worked with the para and we introduced the student to the Braille music code. This is a form of standard Braille code used all the time that correlates with the musical alphabet. It includes all of the information that is on a standard sheet of music so that the student is able to read the sheet music and play from what they are reading. He was able to be assessed like all of the other students in his class.
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Elisabeth Keister Posts: 3
10/21/2021
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I use task analysis when teaching songs to K-1st. Breaking down the song into smaller sections helps for overall mastery of the song and movements. I also liked the idea of cubing in regards to questioning about the story a piece of music tells.
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Sophia ONeill Posts: 3
10/25/2021
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Two strategies that I could use in my classroom would be the use of graphic organizers and learning centers. I could use story maps for students to follow along to music to provide a concrete framework and provide a visual for the students to better comprehend the structure of the music. I could use learning centers to have the students interact with various level s of activities in relation to rhythm based in a differentiated way to meet the varying levels of need of my students. I have used technology to provide students with captions and visuals for my students that were deaf or hard of hearing, which helped them visualize music and follow along with the words that were on the board in order to sign them.
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Meghan Alfaro Posts: 3
10/27/2021
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Two strategies I would use are cubing and story maps. Story maps would be great for helping students internalize the meaning of lyrics and aid with visualization. Cubing would allow an element of fun while also scaffolding a learning goal into accessible chunks.
I have used technology with a student of mine who had muscular dystrophy and was unable to hold instruments or mallets. Using a xylophone app on an iPad, the student was able to play along with the class.
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SandraMaye Posts: 3
11/10/2021
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Self-evaluation and Reflection are useful - careful questioning based on what the student does show they know about something can bring them to the correct answer. I use this all the time with all students. Task analysis allows for students to succeed to the best they can step by step. Oftentimes, too the best thing to do for a student is to differentiate the task.
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Talmadge Pipkin Jr Posts: 3
11/14/2021
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Technology Strategy Utilized- SmartBoard
Skills taught to ASD (3-5) Unite- Matching images of "tempo" related places and things with either "LargO" (slow) or Presto (fast).
This assignment went very well with some of our "non-verbal" ASD students...
--
Talmadge Pipkin Jr
Sawgrass Lake Elementary
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Chrissy Leffelman Posts: 3
11/19/2021
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First, I think a combination of learning centers and technology would work well in my classroom because of the variety of activities I can create and include for my students. I have a lot of inquisitive and active students who love to be hands on. They love playing instruments and using manipulatives in class and I think working in small groups or partners to work in a learning station would be quite beneficial for my students. Including technology would be an added bonus because, as many kids are, mine are very much into technology and enjoyed a lot of what we could do during the quarantine.
I think the use of self-reflection and evaluation would help my students understand what they are learning, think more about what they are learning a discover new things to enjoy in class and ask questions to further what they are learning. Allowing for deeper understanding is a great tool to use in the advancement of content and the enjoyment of music.
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Kalyn Hamm Posts: 3
12/8/2021
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In my classroom, I have a promethean board. I use this a lot to create interactive lessons for the kids. I display music, I create interactive google slides for lessons, I use it for charts and progress so the students can mark off achievements. I also use it as a part of our learning centers. I have a student with muscular dystrophy, so sitting on the floor for him is not an option. When we do music learning centers in my room, I also provide one that can be done on the promethean board, that way he can stand and touch the board.
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Catherine Shea Posts: 3
12/8/2021
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One strategy that I use in class is Mnemonic Instruction. Students use acrostic sentences to remember the names of the lines and spaces. Students can choose from a selection of “ready made” sentences or create their own unique sentences that they can remember.
Another strategy I have used in the past is Peer Partners. Students who need extra assistance are paired with a student who is willing to work with them and assist as needed. Both students gain socially and academically from the pairing.
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Roshell Onofrey Posts: 3
12/19/2021
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Music, in general, provides many opportunities for teachers to use UDL strategies.
The first strategy that I use and want to share here is PEER PARTNERING. This really helped all of the students and they had fun while learning. I tried to make my students with disabilities the "experts" at first in the game. It was clear they took pride in having this title and enjoyed being the teacher to some of their peers. These are the steps that I used with my fourth grade. They had a list of ten musical terms and definitions.
Pass out "expert papers." These students get a pencil. Ask them to stand at the front of the room. Have the rest of the student get a clip board with a small piece of paper on it. Have them move to the wall with the cupboards. The expert students will make a circle around the carpet facing outward. Then have them take a giant step forward to make the circle bigger. Number each one of these students in the circle. Go to the students ready to play the game, tell #1 to raise their hand and invite a student to go to #1. Continue until all 10 positions are filled. Explain that the experts in the circle will read the definition and if the player gets it right the expert will initial their paper. If there are extra students, they stand by you, and you can ask them which ones they are having trouble with and give encouragement. If a student gets all the signatures, they take the place of one of the Experts. The student who was the expert is now in play.
Another strategy I use is PREFERRED LEARNING MODALITY. My kindergarten class was quick to understand AB form by using these supports. I have a child who is autistic and has difficulty just being in a classroom setting. He has his moments in music but this activity worked well for him.
1. Introduce the song "Shoo Fly"
2. On a PowerPointe display a cartoon picture of a fly. Model for students how to shoo away a fly with their hands.
3. On the next screen of the PowerPointe display a cartoon picture of a star. Model to students holding your hands tight to your chest to show that "feelings" come from inside of us.
4. Each student gets a colored scarf. Students will "Shoo the Fly" for the A section of the song. Students will ball the scarf and hold it tight with the lyrics "I feel like a morning star" for the B section.
5. In the PowerPointe I use animation to add the AB Form. I ask students questions to lead them to labeling these two parts.
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Roy Mitchell Posts: 6
12/27/2021
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So with the 2nd option, I can recall a time when I was doing an assessment in my music class with the use of iPads. This worked really well because I had a student with a mobility issue and he had limited use of his limbs. He was able to be successful at this assessment because I made the assessment multiple choice where the student could just select the answer by touching the screen. This made it so the student didn't have to physically write the answer. I had great success with this, but most of all the student was extremely successful.
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Mick Burns Posts: 6
12/27/2021
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I would like to implement more centers in my classroom as well as peer partnering. I've been nervous to create centers before because it seems like a lot of prep work, but I can see the benefits of it.
In the past, I taught many of my students with more profound disabilities in a group by themselves, but in my new school, they come with other classes. It would definitely be beneficial for those students to have a partner to help them out as they learn.
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Sara Myers Posts: 5
1/3/2022
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Option 2: I currently have a Kindergartener in a wheelchair who is also non-verbal. She uses an iPad/Tablet program that has different emojis and frequent phrases (with pictures) and questions to help her communicate in our music classroom each day! That way I know if she needs the restroom or a tissue, or if she has a question! It is a great aid in helping her integrate and participate in my room. She also has the option on her tablet to type out anything she needs that is not outlined on her main phrase board. For example, last month she was able to ask me about getting a new chopstick (which she uses in place of heavy drum sticks with us) after accidentally breaking one.
This communication tool helps me know her needs and questions and answers as well as helping her feel more included and heard!
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Sara Myers Posts: 5
1/3/2022
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Option 2: I currently have a Kindergartener in a wheelchair who is also non-verbal. She uses an iPad/Tablet program that has different emojis and frequent phrases (with pictures) and questions to help her communicate in our music classroom each day! That way I know if she needs the restroom or a tissue, or if she has a question! It is a great aid in helping her integrate and participate in my room. She also has the option on her tablet to type out anything she needs that is not outlined on her main phrase board. For example, last month she was able to ask me about getting a new chopstick (which she uses in place of heavy drum sticks with us) after accidentally breaking one.
This communication tool helps me know her needs and questions and answers as well as helping her feel more included and heard!
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Sara Myers Posts: 5
1/3/2022
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Option 2: I currently have a Kindergartener in a wheelchair who is also non-verbal. She uses an iPad/Tablet program that has different emojis and frequent phrases (with pictures) and questions to help her communicate in our music classroom each day! That way I know if she needs the restroom or a tissue, or if she has a question! It is a great aid in helping her integrate and participate in my room. She also has the option on her tablet to type out anything she needs that is not outlined on her main phrase board. For example, last month she was able to ask me about getting a new chopstick (which she uses in place of heavy drum sticks with us) after accidentally breaking one.
This communication tool helps me know her needs and questions and answers as well as helping her feel more included and heard!
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Elizabeth Kimbrell 3 Posts: 3
1/5/2022
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One Strategy I use, and would like to continue to use more, is Peer Partners. This is extremely helpful when my students are sitting at the xylophones. I have had students paired with students who need help finding the starting note. The student who is helping always is glad to just quietly point out the starting note to the student they are paired with. This is just one example of how peer partners can be used.
I also would like to use graphic organizers more in my class. Writing things out on a chart that could then be hung in the class for later reference could be very beneficial to many students. I already have some made for dynamics and tempo, and could use them for other musical elements as well, or to compare and constrast different types of music.
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Allison boham Posts: 3
1/6/2022
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I use PowerPoint to make song posters. I can put lyrics, pictures, and music in a slide and show on a screen for everyone to see. Non readers can follow pictures. The music plays so it frees me up to model hand actions and assist or monitor. It can Show direction first to last, or body percussion items next to word in song in sequence, and chords in faint colour so I can refer if I’m playing along. I can change lyrics quickly and rebroadcast unlike a printed poster.
Sometimes I have YouTube videos with people demonstrating the actions for them to follow and I can get around to help students. This helps the paras who come in be able to follow along and help model as well.
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David Lazerson Posts: 2
1/7/2022
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Administrator wrote:
Choose One(1):
- Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
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David Lazerson Posts: 2
1/7/2022
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I utilize a variety of adaptive instruments along with assistive technology to involve my students in the hands-on music instruction. For example, students with physical challenges use a switch operated device that, when pushed, activates an automatic drum or percussion instrument. In this way, they become more active participants and members of the band! My students also use communication devices to sing their parts to a song. These are also switch or button activated.
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Lyn Clark Posts: 4
1/13/2022
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Option 1: Describe how two of the strategies discussed could potentially be implemented in your music classroom. Be sure to identify the two strategies by name, and describe how they could be used to address the student's disability. Share your response in the threaded discussion.
I use Peer Partners with my 5th grade ukulele class. I have them share an instrument. One student is the "teacher" and the other is the "student" The "teacher" will help guide the "student" who is working on finding a specific ukulele chord. The teacher will help by asking questions such as "Which fret should your fingers be in?" and "Which string should your 1st finger be on?" Then the two swap roles. With a student who has a disability with reading the chart, the other student is there, hands on, guiding him.
Another strategy that is very beneficial in my music room is Cooperative Learning. My 4th grade recorder students are allowed to sit in small groups helping each other as they practice their recorder music. For students who have a disability in reading the music, the other students are able to help guide that student through the music and thus be successful.
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