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Arnita Whelchel Posts: 3
7/23/2019
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I had a student this year for music that was in a wheelchair. His movement was limited. When the activity involved movement I would have someone help him by moving his wheelchair. If it was a movement that just involved his arms he would do the movement.
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Jessica Klee Posts: 8
7/29/2019
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Last year I had a 3rd grade girl with (D/HH) Hard of Hearing Disability in my music class. She was very sweet, positive and attentive. I placed her towards the front of the classroom and I used a headset microphone with two good quality speakers that amplified the large classroom. I also referred to visual aids on walls with a pointer, repeated instructions a few times, as well as, using hand signs when teaching a lesson. For instance, during vocal warm ups, I modeled a singing phrase while using hand sign (Solfege) then I would play the melody on the piano and then ask the class as a whole to repeat the phrase. After practicing a few times, it was time for each student to sing the phrase by themselves so I could grade or keep track of their progress. I called several students to sing solo before reaching my student with disability so she would feel comfortable watching and listening to her peers before and after her solo. I wanted to make her feel like she was just like all the other students...excited and nervous to show off their voices. The first couple of classes she didn't do or say anything, so I signed and sang for her then moved on quickly to the next student. The 3rd time she just signed the phrase which we praised her and then after that she sang and signed! I know a major factor is that i have routines of activities and procedures that allow the students to eventually know what is expected. Almost immediately she was even singing everything on pitch!
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Elaine Holk Posts: 3
8/8/2019
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I had a student that had impaired vision. I teach recorder music using a projection screen. She had no success even moving as close to the screen as possible. I noticed her in the library one day reading a book. She held the book as close to her eyes as possible. I talked to her about the story she was reading and realized her brilliance. I knew then I just needed to print out every piece of music that we were working on or was going to work on and give her a music folder to take home and to bring to class. She quickly became one of my best musicians.
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torey james Posts: 3
8/22/2019
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Last year I had a student who was completely deaf in one ear, which made it difficult for him to participate and keep up with the pace of the class. To accommodate him, I made sure to wear an audio enhancement microphone and stand where he could clearly see me so that he could read my lips. Those simple accommodations made a big difference for him. In turn, he became one of my top performing students.
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Kristina Benson Posts: 3
8/26/2019
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A few years ago I had a student with high functioning autism. He struggled to play the recorder because of the sound and because of his fine motor skills. He was eager to play and learn but had trouble with certain pitches. If his fingers were not placed correctly, the note squeaked which bothered him. We tried providing him with headphones or ear plugs to help with the sound but he did not like to wear them. In order to help accommodate him, I modified some of the music to include notes that he could play confidently and without squeaking. This allowed him to keep playing with the class and continue to work on reading music but it avoided the frustration that certain notes caused him.
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Andrew Spar Posts: 3
9/2/2019
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I had a student several years ago who had motor skill limitations and I was teaching violin. The child lit up when he played the violin, but his limitations meant I had to approach his instruction differently. For the most part, I modified instruction for him, but spending more time learning the violin, without the bow. Typically, that is how I started with all students - teaching violin and bow techniques separately - however with this child, I took more time allowing him to really develop a great left hand technique.
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Lilibeth Posts: 3
9/2/2019
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I have a student with Hard-Loss of hearing. In music class everything is either heard or seen, but mostly heard, so for him it's hard to participate and keep up with what the rest are doing, but he loves music and tries hard. As accommodations, I use a audio enhance microphone that connects to a hearing aid attached to his head for listening, he sits in the front or the classroom and I make sure I always clarify the instructions for him close to him and looking at his face so he can read my lips.
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Sabrina Emile Posts: 1
9/3/2019
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I had a student was visually impaired. She wasn't completely blind and still was able to see very little. This student enjoyed listening to music, all types from jazz, oldies, r&b, rock, etc. For this one particular assignment, I wanted the students as a group and in pairs to discuss a certain parts of different genres of music to discuss how it made them feel, using vivid musical vocabulary terms we had discussed the previous week. My visually impaired student wanted instead to make small paintings of how certain music made her feel. I'm not an Art person, but the drawings she created when connecting to a piece of music was beautiful. It allowed her to still feel included and be a big part of the discussion even though she was very shy.
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Jocelyn Escobar Patterson Posts: 3
9/6/2019
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For the past few years I have had this students. He is a student with autism and language impairment, last year he was in 2nd grade. When I first met this student two years ago in 1st grade, he struggled to communicate his wants and needs in music class, he would look to his paraprofessional to answer questions and interact with peers and me, he would also need his para to help lead him to instruments even when playing them, he also did not sing, and when he did he would speak the words. Some strategies I tried to help this student be successful was to have a lot of opportunities for him to lead his classmates in pointing through rhythms or songs, repetition of some activities but challenge him with new songs. I would also give him an opportunity to communicate with me his choice of instrument, allow him to answer questions either verbally or sometimes nonverbally through pointing, or showing through answer cards. He is now in 3rd Grade and I have noticed that he is very quick to understand an activity like reading rhythms, singing in head voice, or playing instruments. He is even answering questions, and willing to volunteer to demonstrate or help classmates during class even his regular education peers.
edited by Jocelyn Escobar Patterson on 9/6/2019
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Stuart Taft Posts: 3
9/11/2019
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Task Cards and Cubing could be utilized in the elementary music classroom in a variety of ways. For example, our district tests 4th grade students at the end of each year to help assess student learning. This test consists of standard musical knowledge i.e. music staff, note values, instrument families, voice categorization, and musical form. It also includes a listening portion where student have to answer questions based on their listening. These listening questions determine if students can identify composers, voice range, pitch direction, and voice range. In prepping students for this end of the course exam, cubing and task cards provide a structured and graduated plan for reviewing, drilling, and assessing student learning both with mainstream students, and ones with disabilities.
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Stuart Taft Posts: 3
9/11/2019
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Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
I currently have a student in my class who is visually impaired to the point of blindness. He is accompanied by an aid who helps him travel from class to class, as well as helping him reach attainable goals in musical aspects. I can assess this student both by presenting and assessing using verbal or spoken commands and prompts.
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Emily Blackmon Posts: 3
9/11/2019
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I currently have a student who has a degenerative muscular disease. Although is able to walk unassisted, he spends the majority of his day in a wheelchair because he can only walk for a few steps at a time. For the majority of our standing/movement activities, he stays in his wheelchair. I modify the movements so that he can use his upper body to participate. Often, I think that he feels different than the other students, and that feeling can lead to behavior problems. For example, he will bounce in his wheelchair to make the other children laugh. When possible, I try to allow him to sit in a desk like the other students so that these problems are eliminated and so that he can feel included in the group.
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Michael Chinnery Posts: 3
9/18/2019
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Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class. ....
I have student in one my 1st grade music class that has a behavior disability that made it very challenging for me to use small instruments for class activities. The student had a problem with sitting still and handling material and would at times even try to harm other students. My first response was to separate him to a corner or table by himself whenever we used equipment just to ensure classroom order. Once I learned about his disability I started to create ways to gave him more responsibility in the class like being my helper and allowing the student to sit next to me as I taught. This really made him feel special; and now I'm not hesitant about using the different instruments in class. I gave him more responsibility in the class and made him my little music helper with his own special seating area next to the teacher.
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Mary McGinley Posts: 3
9/19/2019
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A few years ago I had a student who was missing his right hand. We were playing recorders that year, so we had a discussion about how he wanted to be the most successful. We made sure that all the songs he was to play were playable with four fingers and the thumb, so he was still able to participate with his peers. While he did have some difficulties, he appreciated being able to play the recorder and not feel singled out/different from his classmates.
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Sarah Hoyos Posts: 3
9/30/2019
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For my student with autism, I allow him to take extra time to complete his assessments. He often gets overwhelmed when being tested in front of other students as well, so I allow him to go to a different classroom or pull him out of class to assess him individually- especially when it is a singing activity. He also responds much better when I play music more softly and when the classroom is calmer during testing.
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Jessica Klee Posts: 8
10/6/2019
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I have a 1st grade student with Cerebral Palsy in a wheelchair. He does not have control over most of his body but he can crawl. When we dance, I block off an area by standing in front of him stating to the class they have all the space in front of me, while the para stands behind me watching him. He crawls around dancing in his own way and loves it! He loves to sing and by now the class including him is use to singing solo while signing solfege, when I sing roll. He actually has a strong voice and you can understand somewhat of the words he is singing. I know I've made the music room a safe and positive place because he shows no fear in any of the activities. For instance, when we walk in a circle, the para holds him up by the waist as he tries to walk. His face lights up with a huge smile and he sings out joyously.
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Daryl Taylor-Hazel Posts: 3
10/11/2019
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I have an autistic student who does not focus. He will pace, mumble, and sometimes shout out a word. He was not responsive to any rhythmic instruments that were available. During a class focusing on the scale, I began to play on the electronic keyboard. He was immediately interested. He stopped pacing and focused on the keyboard. I asked him if he would like to play it. He walked over and waited for me to show him how the keys work. I demonstrated a scale and asked if he would like to try. He did, and it was correct. After that, he became more interested in class and began experimenting with rhythm instruments.
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Daryl Taylor-Hazel Posts: 3
10/11/2019
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I believe giving extra time is essential. By doing that, you are helping to grow confidence. Sarah Hoyos wrote:
For my student with autism, I allow him to take extra time to complete his assessments. He often gets overwhelmed when being tested in front of other students as well, so I allow him to go to a different classroom or pull him out of class to assess him individually- especially when it is a singing activity. He also responds much better when I play music more softly and when the classroom is calmer during testing.
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Daryl Taylor-Hazel Posts: 3
10/11/2019
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I used adaptive assessment with one of my students with autism. He was not usually verbal and did not respond to the Kodaly Method. Instead of asking him to display the rhythm with Ta Ti, I gave him rhythm sticks and allowed him to use them to play the rhythm.
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Kayla Briggs Posts: 2
10/15/2019
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I had a student with autism in a Kindergarten class last year. He was very quiet. He wouldn't speak to me, he did not participate in our songs or other activities, and you could just see how nervous he was to be there. Throughout the year, I had the other students work with him for peer mentoring. I encouraged him and made sure to always use positive language. I gave him the time he needed and never pushed him to hurry up. As the year went on, he slowly started joining in our movement activities, attempted to play instruments with us, and even sang with our echo songs. This year in first grade, he participates in all activities with a smile. I continue to use positive language and he often says "I did it!" He even says "That was fun!" when he leaves my room at the end of class.
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