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Sherry Hall Posts: 3
10/18/2019
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I currently teach a student with an OI. One arm is quite a bit shorter than the other. He is always very eager to join in our music activities and loves to play music instruments. I watch him closely every time a new music instrument is introduced. Usually, he can figure out his own way to play the instrument and I will acknowledge that his modification is a good one. When he is having difficulty, I will spend some one on one time with him trying to figure out what we can do to allow him to play the instrument in a way that is comfortable and successful for him.
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Meredith Barnes Posts: 3
10/23/2019
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A previous student of mine with Cerebral Palsy had difficulty holding the recorder. I adapted for him by having him use a Sopranino recorder, but he still could not use his left hand much. I think a one handed adapted recorder would be perfect in this situation. Currently, I have several students with exceptionalities. Many of the students that are in specific units are pushed into specials classes that are not on their grade level. One specific unit has all ages and a few Kindergarteners that come with a 3rd grade class. I’m not sure how I will accommodate the Kindergarteners when we begin recorder. I will have to brainstorm accommodations besides being buddied with their paraprofessional.
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Sarah Johns Posts: 2
11/10/2019
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Years ago, I had two sweet young ladies who had severe auditory issues that required the use of a hearing device and an interpreter. I would wear the device, which was connected to their devices and the interpreter would sign my directions as well. I really learned to slow down my speech, speak clearly and the entire gen ed class learned a lot of sign-language that year! It was a wonderful experience and the girls were valued members of our music community.
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Sarah
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Barrie Bygrave Posts: 1
11/11/2019
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I teach in a school that has 4 ASD units. Each group is mainstreamed to music/PE, although they often have art separately as they need more one on one attention, and more time to complete projects. The 4th/5th grade group integrate fully with their peers from other classes and are often more attentive and focused than some of their classmates. As the groups get younger the diversity of learning styles widens. However, we adjust expectations and materials, instruments and parts so that everyone is able to join in "at their comfort level".
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Charles Steadman Posts: 2
11/11/2019
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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.
Using a computer program for teaching elementary students music fundamentals and skills called Quavar, students with learning disabilities can engage with the program in fun ways using physical, listening, visual activities. These different ways encourage learning and keeps their interests and engages their learning potential.
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Charles Steadman Posts: 2
11/11/2019
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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 taught a student with a learning disability with ADHD. Using the Accommodation Checklist, I would use the distraction free space to help him focus on the activities that are presented at the front of the classroom. I also used reading the direction and explaining the direction to the student for a better understanding of what was being asked of him.
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Erin Coatney Posts: 3
11/12/2019
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I currently teach a student who is hearing impaired. I have to use a lot of visuals for him where I would usually teach by rote. I put the words for songs on the board, project the fingerings for recorder echoes, and assign a buddy to help him if he misses something. He is always willing to be right with us and as long as he has something visual that can compliment what he can hear, he finds success.
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Laura Hutson Posts: 3
11/13/2019
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I currently teach a student with high functioning autism. He is in 3rd grade. He picks up melodies fairly quickly and can demonstrate an understanding of musical concepts. He struggles with noise. If the classroom gets too loud it bothers his ears severely. He also cannot stand the sound of the recorder. I have to be very careful to stay on a routine with his class especially because he takes comfort in the routine and knowing what is coming up.
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Mary Fontana Posts: 3
11/19/2019
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I have several students that have mild ASD, they vary in age and the manner in which their disability manifests itself. Some can not handle the noise in the music class; especially when it comes to recorder class. Others have more social and emotional issues. For the recorder class I don't let all of the students play together at the same time. They do a lot of group practice on fingering and rhythms then are assessed one by one performing.
The social and emotional issues are addressed also through group work. I put the ASD student in a group with their friends so that there is less chance of an emotional outburst and monitor them very closely. When there is an issue I reason with that student on the side and their friends are glad to help.
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Rosa Fiol Posts: 3
11/19/2019
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In music class sometimes it gets loud with instruments playing and lots of singing. I clearly remember when a student in class in the Autism Spectrum became sensitive to these loud sounds. He was showing signs of distress and placed his hand over his ears. As soon as I noticed this I quickly encouraged the class to sing softer and changed the type of songs for more gentle songs. Another time is when a student with an Orthopedic Impairment (OI) was supposed to playing with a group of student. The kids in the other group struggled to include her. I tried to suggest ways to and tried to explain to those students how best to include everyone no matter what without interrupting the class as to not make a big show and call attention to this student.
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Jerome Symonette Posts: 2
11/20/2019
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In my music class, I had a student with severe hearing loss. Although he wore a hearing aid, accommodations were made to increase his chances for success in learning. Where and when it was appropriate, diagrams, print materials, and visual demonstrations were used to provide directions and present content and develop needed skills. Content material was also presented in smaller units and, sometimes, at a slower pace, to allow the student sufficient time and space to process the information. Often, if it were necessary, sounds were reduced or isolated in the classroom environment to minimize distractions and/or to allow the student to focus on his particular musical line when learning or performing for assessment.
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Martin Janke Posts: 3
11/23/2019
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I presently have a student with an orthopedic disability. She is in a wheelchair and does not have the use of her legs. Examples of accommodation that I have provided include; minimizing the screen for interactive whiteboard activities, adjusting chairs and or tables to play Orff instruments and placement of materials for ease of reach.
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Kathleen Holmes Posts: 4
12/3/2019
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I have had success using Venn Diagrams to compare different pieces of music in my classroom. I have used the mnemonic organizer to teach the names of the spaces. Fat And Chubby Elephants, then we put those on our hand staff and I show the four spaces between the fingers and how the elephants space between the pointer finger and thumb is bigger. it really helps them to remember the spaces better.
As for technology, I like to make melody maps with a moveable picture that can trace over the melody to show when the sounds are getting higher or lower.
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Amber Fessl-Leonard Posts: 3
12/4/2019
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I currently have multiple students with an Autism Spectrum Disorder. One in particular stands out to me the most. I actually was her ESE teacher two years in a row before I became the music teacher at my school. This student used to have terrible melt downs when activities were non preferred. I have worked with her on a lot of different ways to express her emotions appropriately. We started small, because at first, she would just burst out how she was feeling and then throw herself on the ground and melt down for at least 20 minutes. We started with using timers and letting her calm down and then talking to a teacher about how she felt. It took a while but her melt downs gradually got shorter and shorter until there was no melt down at all. Then we got to the point where we started having her self advocate for breaks, which worked well. Now she is able to come to an adult and say how she feels. Yes she has some challenges but she has done well.
Over this past summer this same student had surgery on both her legs, therefore she was in a wheelchair for a while at the beginning of the year. It was a little challenging at first, because I had to remind her she couldn't stand up and do some of our dances. She would get frustrated and almost have one of her old melt downs, but I was able to give her an instrument to play during our movement activities. I also see her more than once a week because she does not go to PE because of her now physical disability, so I had her play a different instrument each day. She seemed to enjoy that. I also always tell this student that if she doesn't like a song or something we do is not something she prefers, she at least has to try and then she can choose to not participate after trying. Not to brag though, she is one of my best musicians. I dont ever catch her not participating. She is comfortable in my room. She also participates in a religion that doesn't celebrate Christmas, I told her she doesn't have to sing the Christmas songs, but of course, she is always singing away!
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Amber Fessl-Leonard Posts: 3
12/4/2019
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I have a student with a similar situation. Although I don't have to stick to a schedule, I make sure I don't use instruments that are too noisy. Laura Hutson wrote:
I currently teach a student with high functioning autism. He is in 3rd grade. He picks up melodies fairly quickly and can demonstrate an understanding of musical concepts. He struggles with noise. If the classroom gets too loud it bothers his ears severely. He also cannot stand the sound of the recorder. I have to be very careful to stay on a routine with his class especially because he takes comfort in the routine and knowing what is coming up.
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David LaJeunesse Posts: 3
12/5/2019
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In past experience, I taught music to students with visual impairments. Some students were satisfactorily accommodated by sitting in closest proximity to the front of the class for on screen presentations. To learn singing by solfege, I introduced the solfege syllables using hand signs and sometimes needed to help the student shape the signs in her hand to feel the differences. When necessary, she would feel the hands of the leader to properly respond to the solfege signs. I also used enlarged printouts of the solfege signs. For reading and writing musical notation, I produced enlarged staff paper, clef signatures and other musical notation elements with great success. She was able to achieve the standards in her music special area class along with her general education classmates.
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David LaJeunesse Posts: 3
12/5/2019
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Kathleen Holmes wrote:
I have had success using Venn Diagrams to compare different pieces of music in my classroom. I have used the mnemonic organizer to teach the names of the spaces. Fat And Chubby Elephants, then we put those on our hand staff and I show the four spaces between the fingers and how the elephants space between the pointer finger and thumb is bigger. it really helps them to remember the spaces better.
As for technology, I like to make melody maps with a moveable picture that can trace over the melody to show when the sounds are getting higher or lower.
I love some of the ideas you shared in your post, especially the hand staff for learning the note names and Venn Diagrams for comparative analysis.
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David LaJeunesse Posts: 3
12/5/2019
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Rosa Fiol wrote:
In music class sometimes it gets loud with instruments playing and lots of singing. I clearly remember when a student in class in the Autism Spectrum became sensitive to these loud sounds. He was showing signs of distress and placed his hand over his ears. As soon as I noticed this I quickly encouraged the class to sing softer and changed the type of songs for more gentle songs. Another time is when a student with an Orthopedic Impairment (OI) was supposed to playing with a group of student. The kids in the other group struggled to include her. I tried to suggest ways to and tried to explain to those students how best to include everyone no matter what without interrupting the class as to not make a big show and call attention to this student.
I am grateful for the strategies suggested to assist students with ASD and their sensitivity to sounds. Recorders certainly present a unique sound profile and I know many general education students who struggle with large ensembles of them playing together. I really appreciate the suggestion for splitting into smaller groups for peer practice and coaching.
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JESSICA NYE Posts: 4
12/20/2019
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I had a student in my second grade class with Brittle Bone Disease. She was a lovely student with a bubbly personality and lots of determination. She wanted to do everything by herself as much as possible. Her hands were slightly deformed and her wrists twisted down and inwards. It was hard for her to play most instruments. She couldn't hold instruments like glockenspiels and drums very well. First, I gave her a seat at the beginning of the aisle so she could have extra room to maneuver. Then I put a small table in front of her to set the instrument down on. I made sure to give her instruments that she could hold easily, like maracas and bells. Glockenspiels and small drums were put on the table and then I gave her a mallet/stick that she could hold easily. I then paired another student to play along with her and to assist her when needed. Hearing, speech and vision weren't a problem, so I didn't have to make any special hearing, speech or visual accommodations.
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George McAllister II Posts: 3
12/30/2019
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Fine Arts educators:
- 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’ve had Students with Disabilities in the past (as well as now) that cover both ends of the participatory / engagement spectrum. Of a particular group of students that I have now (that attend class with a group of 5th grade students), there are a host of ways that their learning is challenged when we’re using recorder instruments (with both physical and language impairments), however, they are quite productive with rhythm sticks and / or glockenspiels (when they are to engage with instruments with melodic capabilities). In the future I plan on investing in recorder instruments that are more conducive and easier to manipulate with their unique set of physical challenges: instruments specifically designed with students / persons with disabilities.
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