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Lindsay Denney Posts: 3
3/18/2021
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I had a student in my elementary music classes who was experiencing loss of mobility due to a medical condition. He needed to use a walker. The class was learning about form through a movement activity involving different body movements for different sections of the music. The student was not able to participate in the way the rest of the students could. We decided together that he would have multiple percussion instruments and would play the steady beat on a different instrument for each section instead of performing the movements. He was thrilled!
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Lisa Lanier Posts: 1
3/22/2021
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I have a student with moderate autism. He has had a difficult time adjusting to mainstreaming with a gifted class. He has not had a paraprofessional this year until recently. He gets upset and runs out of the room if he not always first to get a turn or if he does not get the instrument he wants to play. I have begun collaborating with his teacher and new para to prepare him for the activities we are doing that day. They talk to him about what we’re going to do in class and what he is going to do.
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Mary Short Posts: 2
3/26/2021
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
I have used an assessment of naming line and space notes with my upper elementary students. I have a three step process they use to help identify the name of the note. I have the student talk through the three steps prior to answering the name of the note. I also read the questions to the the student.
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Jonny Lee Posts: 3
3/28/2021
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I am at an elementary school that has ASD units. Some of those students come to me with Gen. Ed. classes and others come in a a self-contained class. The students who are in the general education class are typically high functioning. For these students it is more about accommodating them socially. I often do this through considering who I have them sit near and work with. I want to ensure they are by/with students who are going to also help them succeed. The students in the self-contained class are have much lower levels of functioning. With these students I will usually modify their curriculum to better fit their abilities.
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Jonny Lee
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Kate Dowdie Posts: 3
4/1/2021
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I have many disabled students over the years - I remember one, in particular, who was missing digits on one hand. When we began to learn the recorder, he and I researched and found a one-handed adapted recorder that he could play; I paid for it out of department funds and he was delighted to not only be able to take part in the activities but to have a special instrument.
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James Kite Posts: 1
4/7/2021
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I have one student in a 5th grade class and we are working on recorders with the class. I have paired her up with a student that is doing well on the instrument in order to help her learn the basic techniques on the recorder and to keep her focused on the task at hand with another student. I go around the classroom with different groups working on different songs and am able to check in with her every so often to make sure she is doing what she is supposed to be doing. I've even worked with her one-on-one for a few minutes to teach her the correct finger placements to play each of the notes. Then I have demonstrated the tune with her watching me play. We'll play together, then she will work on playing the tune on her own.
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Julia Ford Posts: 2
4/14/2021
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I have a student in a current 1st grade class who has been diagnosed with Level 1 Autism Spectrum Disorder and combined ADHD. They can have random mood swings, tends to focus and repeat 1 word over and over again, and will ignore you and throw objects if they don't like how you're speaking to them. I practice deep breathing with my entire class, and use that skill with them when they begin experiencing something that is off task. I modify my lessons to make sure they have a visual presentation of everything that we go over, and I pair them up with students who are friends with them to help support him during group work. Anything that we listen to I provide headphones to them as well to make sure they can manage the volume that works for them.
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Blair Duffy Posts: 1
4/14/2021
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I currently have a student who is confined to a wheelchair and has very limited arm mobility. I have been able to accommodate him with some adaptive classroom instruments, as well as alternatives to some instruments and materials. For example, he does not have the grip strength to hold a bean bag for steady beat activities, but he is able to hold a scarf. As he advances, I will continue to find adaptive instruments for him to fully participate more. He also has 1 on 1 classroom aid who is able to help with some activities, but my hope is for him to be more independent.
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joyce huffman Posts: 6
4/18/2021
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I had a student that had emotional and behavioral disorders. He had a hard time following directions and staying on task. He would run around the room when he felt like it. I solved the issue by: Having him enter the classroom last. I would give him a spot next to me and if he stayed on task during instruction time he would be my helper and hand out materials to the other students. If he stayed on task during the assignment he would help by collecting and putting away materials. He thought it was the best thing to be able to leave the classroom last and help out.
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David Romero Posts: 1
4/20/2021
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M is a first grade student with Down syndrome. Her language skills are very limited so it is difficult to gauge her understanding of concepts she has been taught. She is also very shy about dancing or any physical movement, especially on her own (online). Anytime we are working on steady beat or learning a short sequence of movements, she uses her teddy bear. While she might be unable to express herself verbally and reluctant to move herself, she will happily make "bear" move accordingly. She can manipulate the movements of the toy a little more easily and she is overcoming her shyness as well. Using the teddy bear, she will unwittingly demonstrate any skills involving coordinated and timed movement.
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Stephanie Devane Posts: 2
4/21/2021
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A few years ago I taught a student with ASD. Though he had a student-specific para, we really wanted him to perform as much as he could independently. He was unable to perform basic movements such as walking down the stairs using alternating feet, skipping, or clapping to a beat. Upon meeting him you might think he was low functioning, and in some aspect he was, but he had a fascination with dinosaurs and knew many facts about various dinosaurs. I used dinosaur figures in my class to help calm him when needed and later as tools to help him demonstrate knowledge, such as clapping to a beat. He could hold his dinosaurs and clap them together. He also used them to create his own beat, which he needed more assistance with, but the dinosaurs seemed to help tremendously. We used them as much as possible, however we could work them in.
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Julie Hebert Posts: 6
4/23/2021
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Several years ago I taught a student with autism. He was easily overstimulated by the lively parts of music learning such as drumming, moving to upbeat music, moving to different tempos to learn tempo vocabulary words, etc. When he became overstimulated, he would make loud noises and hide under the furniture when he could not handle the stimuli. He began to bring his noise cancelling headphones to class. Those headphones were a giant help. On the other hand, he very much enjoyed the calm, soothing types of music activities. He would fully participate without his headphones and would be in a relaxed state at the conclusion of activities. He enjoyed it so much, that his classroom teacher asked for copies of music I had used for those activities. She would play them in her classroom if he became overstimulated there.
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Carole Leidi Posts: 4
4/27/2021
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I currently have a student who is severely developmentally delayed, intellectual disability, speech delayed, and other heath impaired. She is in our ACCESS unit but comes to music with students in her grade level. Last year when we were working on recorders, I didn't want her to be left out, but knew that her hands could not cover the holes as needed. We were able to purchase a special recorder for her that had silicone buttons that she could press down and accurately play the notes. The recorder has more resistance than others as well so she could just blow and press and not have issues producing a quality sound on the instrument. Her classmates love to help and helped her make sure she was putting the correct fingers down. When it came to assessment, she was so thrilled to be able to play. She struggled to play the melody but she was able to move her fingers to and from the keys to produce the notes as they were called. When we do writing activities--she is unable to hold a pencil and write simple words on her own, but is excellent at copying. Finding ways for her to be as included as possible was difficult in the beginning, but over the years, I have been able to learn what she does best and have been incorporating that into the class the best I can
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Lesley Dennis Posts: 4
4/29/2021
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I once had a fifth grade student who was visually impaired (but not fully, she did have vision but it was minimal).
Of course, anything that needed to be heard, she was totally fine with (and did really well).
Her seat was closest to my board and she also had a magnifying glass that she used for print up close.
When it came time to performing rhythm patterns (for example), I used rhythm cards that I would place on the floor in front of her so she could follow along. For the rest of the class, the rhythm patterns were displayed on the board.
She loved music class and had such a great ear.
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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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Caroline Carter Posts: 4
5/3/2021
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I currently have a freshman student who has an IEP (SLD) and has ADD. Being new to high school during the pandemic, the extended workload/expectations, and the fact that this student is in a Performing Arts School seems to be a lot on this student artistically and academically. They are a talented actor/performer, they seem to want to be in our arts program, but they are either far behind at turning in work (in all subject areas) or they don't turn them in at all. We have implemented new accommodations for this student to have extra time to turn in the assignments and for us to give her an extended "grace period" for artistic measurement. I know that her process time is a little longer than some other students so I always giver her extra time and one on one discussion regarding content and material being performed.
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Patricia Easton Posts: 3
5/3/2021
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I teach several ASD units. One student in particular comes into the classroom upset due to the transition of coming to my classroom from her classroom. I have worked on learning basic sign language with her using Patty Shukla's Sign Language to music - https://youtu.be/5jb4ukOymmI
I have also included an ASD sign and symbol sign in my classroom so she can communicate what she is feeling as she walks in.
She is also sensitive to sound, so I make sure the music volume is low. If she is hesitant to participate in an activity I reach out to her so we can participate together, and then she is able to independently participate!
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Richard Mola Posts: 3
5/4/2021
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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.
In my many years of teaching, I have had several students with Autistic Spectrum Disorder (ASD). One former student in particular (Student T), had shown great promise in the early days of strings instruction. Student T. quickly showed me how to modify instruction, always mindful of the "saturation," or "exhausted" levels exhibited in his expressions, actions, and reactions in strings class (40 minutes in duration). The re-directs were mindful and directed toward getting the sound and satisfaction from the instrument. Student T. had high standards for the sound that he felt was in-tune, so did this music teacher. Student T. needed a change every few minutes. In the music room, he could always take a break (teacher directed choice centers), practice his conducting skills and get ready to "wave the baton", or read a book about music/instruments/famous musicians. Student T. continues to develop his musical skill, and performed with several of the choral groups in his high school years. I am looking for the community college update!!!
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Stephanie DeVilling Posts: 3
5/5/2021
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Several years ago I taught an early elementary-aged class that included a student with ASD. He was very sweet, and loved the color red. In preparation for a holiday concert, I chose a song for my students to play varying instruments, and I knew I wanted to incorporate a hand-bell choir into the mix. My little guy was assigned the red bells, which he loved, and he knew to stay focused on the cue cards so he wouldn't miss his chance to play his red bells when the red codes came up. This was a very simple way to incorporate a student who may not have been able to focus on a more technical instrument, but certainly could watch for his favorite color and play his bells at the right time.
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Richard Mola Posts: 3
5/6/2021
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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.
In the music classroom, I use quite a bit of technology for all students. I find that the various ways to compose music is the most attractive to students with disabilities. It is very sophisticated software, but is appropriately paced so that students can be successful. Students can choose between click-and-drag, line scribe, and other methods in order to compose music.
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