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George McAllister II Posts: 3
12/30/2019
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Fine Arts educators (choose one):
- Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address a student with a disabilities needs.
I’ve had Students with Disabilities work alongside a paraprofessional, utilizing the strategy of Mnemonic Instruction—devising their own unique “memory aide” for the Treble Clef Staff letters of F-A-C-E. I’ve also partnered Students with Disabilities with a “buddy” utilizing the strategy of Peer Partnering—allowing them “small group” time to practice a song on classroom instruments before we performed the song as a class.
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George McAllister II Posts: 3
12/31/2019
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Fine Arts educators (choose ONE):
- 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.
Response: Point to Answer
Response: Technology
I have students now (as well as in the past) that have verbal / physical limitations, however, they are able to verbally and musically engage otherwise (with singing / movement, etc.). I typically allow students within most classes and grade levels time to interact within their small groups during our music class. As regards assessments, Students with Disabilities could utilize the assessment strategy of “pointing to the answer” wherever / whenever there may be a physical limitation that may prevent them from writing. Students could also benefit from the utilization of technological devices to record their responses / answers.
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laura ritenour Posts: 3
1/12/2020
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I have a student with a physical disability with his hands. Playing a recorder was extremely challenging for him. It was difficult for him to cover the holes completely. At my recent conference, I just picked up a new type or recorder (NUVO) with flaps that can help him play. He will be so excited to join in confidently. Before this I would modify his notes so he had less fingerings to try to master, but this new instrument should help him feel even more included in the class! There are so many things that are out there now to help students with physical disabilities play instruments. The ESE department at your school may even help purchase them for you!
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Megan Cianflone Posts: 4
1/12/2020
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I have had the experience of working with many mainstreamed ESE students. I have found proximity and visuals to be of great assistance. I use visuals for cues such as pictures and the word for sit, stand, sing, whisper, etc. The majority of pitched instruments in my classroom are color coded to match my color coded notation. I use an interactive whiteboard daily to help students see and hear clearly. Pairing ESE students with gen ed students works well for modeling and encouraging.
I feel giving all students a feeling of belonging and helping to develop musicality along with the joy of music making is something I work at everyday.
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Megan Cianflone Posts: 4
1/12/2020
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Judith Kelley wrote:
In a fourth grade music class, I have four mainstreamed ESE boys, two with autism. They like coming to music and the other students in the class are encouraging and helpful to them. Students are learning to play the recorder and are now playing five-note songs. One thing I do to help all students is to color code the notes and display the songs on large chart paper. This week's new note was orange D. Students were asked to only play the new note D as I sang and pointed to each note in the song. Next, I divided the class into groups, assigning each group a specific note in the song to play. After playing the song, I reassigned each group a different note. Lastly, students played all the notes as I pointed to each note on the chart. One autistic student used to get very frustrated. I believe this strategy is helping him and I see him gaining confidence in his ability to play a song successfully.
I also teach recorder this way. I find it to be very successful
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Sally Palmer Posts: 3
1/13/2020
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I teach elementary music in a school with an EBD cluster. Six years ago, a student came into my kindergarten classroom and would sit under my reading table and scream or roll on the floor or would run around the classroom. His behavior was monitored and he was given a Universal Screening. He was placed in our EBD cluster. This year he is in fifth grade and is mainstreamed in music class with thirty other fifth grade students.
I can imagine that it was scary for him to enter a classroom of thirty students after being in a classroom of 8 students. I placed him in a seat next to me for close proximity in case he needed additional assistance. We began playing the ukulele in August. He knew he could ask me questions if he needed to. He was a little unsure of himself but began to build self confidence when he realized that he could play the ukulele as well as the other students in the class. He earned an A on his final exam.
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Sally Palmer
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Tim Kuchta Posts: 4
1/18/2020
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I teach a student who has a physical impairment. He uses a walker with wheels to help him walk. He needs both hands to hold himself up when he is standing. When we sing solfeggio, one hand is needed to make hand symbols of the different pitches. I have him sit in a chair near me so he can see me if he needs help, and then his hand is free to make the hand symbols. Also, when playing xylophones, again, he cannot stand and hold the mallets, therefore, I have him sit on the floor and put a set of bells on his lap. He can play the bells in that position and play with the rest of the class. I will have his para help him if he needs assistance.
Administrator wrote:
Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
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Tim Kuchta Posts: 4
1/18/2020
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(I am adding additional info).....
My student, when he first tried to sing solfeggio and use hand symbols was not able to do it. As I mentioned earlier, I then used an accommodation so he could fully participate. Before he sat down, he didn't sing at all. Similarly, before I accommodated with a place to sit, so he could put the bells on his lap, he was not able to play. He smiled a lot as he was able to join in with the rest of the class.
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Vanessa Crompton Posts: 3
1/27/2020
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I had a student in fourth grade who was deaf/hard of hearing. He had an aid who would translate what I said into sign language, but when it came to listening to music, it was easy for him to get left out. I made sure I always had visuals of everything we were doing, and tried to think of ways to let him "see" or move along with songs we were doing. My best success was when it came to reading rhythms, I would always have the entire class doing something physical to show the rhythms, not just using their voice. For example, they would speak AND clap, or play an instrument. He did very well whenever we were using instruments since he could use his hands.
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Susan Collins Posts: 9
2/3/2020
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I had a student with a physical disability who was in a wheel chair. She also was unable to hold musical instruments, such as rhythm sticks, and had difficulty speaking. When we were doing interactive activities on the Smart board, I would wheel her to the board in the same way other students approached the board. She would then indicate her choice in the activity by nodding her head, and I or another student would use the pen for her to mark her choice. When doing rhythm activities, she would nod to show the rhythms. She did try to sing, although she does not talk, so she could make the sounds but not use words. I would use activities where she could match pitches. She also enjoyed listening to music. When we had quizzes on various musical periods, she would either nod or point for the correct answer. Her para would also attach certain rhythm instruments to her hands to allow her to play.
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Susan Collins Posts: 9
2/3/2020
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I had a similar situation in my class. Because we use an online curriculum at our school, I was able to allow my student to use an iPad with headphones to access the curriculum website to do the student interactives. This allowed my student to participate in concepts being taught, but to do so in a way that allowed him to block out any distracting or uncomfortable noise.Zadda Bazzy wrote:
Several years ago I taught a student with autism. He was easily overstimulated by the sounds in the elementary music classroom and our many movement activities. It was not unusual for him to make loud noises and hide under the furniture when he could not handle the stimuli. His teacher gave him noise cancelling headphones for music class. In addition, I gave him a special place at the far corner of the music class where he could go if he needed to get away from the noise or movement. In addition, I featured this student during singing activities. He loved to sing -- especially into a microphone -- and he matched pitch very well. The class and I celebrated his strengths in music class, as well as allowed him to modify his participation in certain activities that overstimulated him.
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Mary Jackson Posts: 1
2/10/2020
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I have a student who has a learning disability. I was asking the class to listen to a rhythm I performed and write it down. He was successful, but I had to give him multiple prompts, extra time, and leading questions.
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Vanessa Crompton Posts: 3
2/11/2020
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I had a few students who had trouble with auditory processing. Technology that really helped them was a microphone that connected to their hearing aids. I would wear the mic around my neck while teaching, and it allowed the students to hear teacher instruction and directions over other potentially distracting sounds.
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Vanessa Crompton Posts: 3
2/11/2020
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I have a few students who struggle with fine motor skills. When i give written ongoing assessments, I give them the option of meeting privately, and responding to the assessment verbally, instead of having to write it down.
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Carolyn Cline Posts: 10
2/16/2020
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Administrator wrote:
Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
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Carolyn Cline Posts: 10
2/16/2020
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Administrator wrote:
Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
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Carolyn Cline Posts: 10
2/16/2020
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Administrator wrote:
Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
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Carolyn Cline Posts: 10
2/16/2020
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Carolyn Cline wrote:
Administrator wrote:
Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
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Carolyn Cline Posts: 10
2/16/2020
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As a music educator with a background in special education, I am sensitive to students who need special instruction to succeed in music class. I have had students who needed repetition of the subject being taught in order to understand the musical concepts that I wanted them to understand. Using visual aids and posters give students a positive impact on their understanding of the music lesson. Also, giving extended time to complete certain assessments which were stated in the accommodations in their IEPs have helped students succeed in the music classroom. Having students play on a Snare Drum and Hi-Hat Cymbal while reading the rhythm notes on the white board has been a positive impact on that lesson where the students are learning to sight read rhythm notes and being able to tell the difference between a quarter note and two eighth notes. Having the students recite "Ti-Ti, Ta", with the "Ti-Ti" being the eighth notes played on the Hi-Hat Cymbal using their right hand, and the "Ta" being the quarter note played on the Snare Drum using the left hand has helped students to understand the difference in these rhythm notes.
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Carolyn Cline Posts: 10
2/16/2020
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Carolyn Cline wrote:
Carolyn Cline wrote:
Administrator wrote:
Think of a music student with a disability you have now, or have had in the past. Identify their disability. Describe the way in which their disability affected their music learning. Describe at least one or more ways you successfully accommodated or modified instruction for this student. Share your response in the threaded discussion.
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