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Kalyn Hamm Posts: 3
10/7/2021
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I currently have a student, that I have had for two years now, that has Muscular dystrophy. I have a chair in my room that he sits in, as he cannot sit on the floor on a sit spot, and he has a hard time with any movement activities. He can only stand for short periods of time and has trouble walking. He currently does not use any walking aids or a wheelchair. I try to modify any activity that we are doing, whether it is putting him on a different instrument, giving his a different responsibility during the activity, or modify the activity when it is his turn.
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Andrea Daudelin Posts: 3
10/12/2021
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For the last couple of years I've had many ESE students who come to music with a general elementary class. This year I have a student with Orthopedic Impairment. He's been in a chair, but is now transitioning to using a walker and sometimes walks with the help of an aide. I do a lot of moving in my classroom and he is always eager to participate. When we have a specific dance step to movement instruction in a song that he cannot do, I will say to the class "Let's do this one with our arms". I will often say show me the beat instead on march to the beat and model patting my lap for him. He loves to move and is always excited for dance time.
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Kathryn Tillis Posts: 1
10/12/2021
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This year I have a student with severe ADHD. He is in the fourth grade. His ADHD affected his learning in music because he constantly was talking, blurting out, and fidgeting around the room. To help him in music I have placed him up front with me to be closer to the information source. I write what we are doing down on the board and use large visuals. I stick to the same routine each week I see the students and that has really helped. He still has his moments of hyperactivity but has improved greatly in the last few months.
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Elisabeth Keister Posts: 3
10/12/2021
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One student in particular comes to mind, an ESE student I have taught for 3 years now. He first began as shy and unsure, but now he is the one leading the class in daily routines, warm ups, and volunteering to go first for various activities. I model and visually show virtually all of what I do in my class whether it be text, movement, notation, etc. I see him becoming more patient and determined in learning new musical concepts where once he would often get frustrated and give up. The other day I needed to individually repeat directions to him and demonstrate what the class was to be composing, and then he got it no problem! He totally understands music and it's so great to see him being patient and determined to learn!
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Sara beneventano Posts: 4
10/13/2021
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I have a student who is ASD in one of my 2nrd grade music classes. She is very outgoing and enjoys participating but has a hard time keeping up the grade level lessons. She has been showing increasing difficulties as the years have gone by with being able to keep up. I feel sorry for her because she genuinely wants to participate and other students notice that she can't do everything that they do in class.
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Andrea Daudelin Posts: 3
10/20/2021
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I use the grouping strategy peer partners and differentiated assignments the most in my classroom to best accommodate my students with disabilities. Peer partners is a great motivation to my ESE students who are primarily in self contained classes and come to special area with their general education class. They are excited to interact with more of their peers and put forth maximum effort when wanting to do what their peers are doing. Differentiated assignments are vital when the general education class assignments are too difficult for my ESE students. I'm able to give them tasks to complete that are on their level which prevents frustration and giving up.
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Talmadge Pipkin Jr Posts: 3
10/24/2021
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Second grade student (Autism) that is very sensitive to anything over a certain dB level. She constantly would cry and shut down. I got with her general ed teacher and I supplied her with headphones as well as a seating location further away from the speakers. We also incorporated technology (SmartBoard) with a tablet for her.
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Talmadge Pipkin Jr
Sawgrass Lake Elementary
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Sophia ONeill Posts: 3
10/25/2021
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Two years ago, I had a student that was deaf. This disability affected the student's learning in my class, as music is a largely auditory experience. To help be able to help this student learn, I worked with with the assistant who would sign for her and I would always provide visuals for the student to look at. I also made a point of trying to learn certain sign language gestures as well as sign words with the ASL alphabet in order to directly communicate with the student just as I would with any other student. The interpreter and I also worked together during the pandemic to create side by side videos with ASL for the student to have full access to my virtual classroom. When teaching ukulele to the student, I had her feel the vibrations that the instrument would make in order for her to "feel" the sounds.
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Meghan Alfaro Posts: 3
10/27/2021
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A student with autism found it difficult to be in music class because of the aural stimulation. He would often get louder than the music was playing as a way to help deal with the overstimulation. I gave the student headphones and turned the lights down and the student was able to be more successful.
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Andrea Daudelin Posts: 3
10/27/2021
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One example of adapted assessment I have used is allowing for extra time and reading aloud. Students with disabilities who are not reading on grade level are unable to be successful with the assessments built into my curriculum unless I give the the accommodations they need to show their knowledge on the subject.
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Mick Burns Posts: 6
11/4/2021
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Last year I taught had three students that were deaf/hard of hearing coming with a full class of students. There was a sign language interpreter there to help them understand and help us all communicate with each other. Their disabilities made it somewhat difficult in music, but they were able to feel the music through vibrations, so they were still able to hear and read rhythms/ rhythm instruments very well. I just had to make sure they were paying attention to the correct adult so they knew the tempo and when to start.
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SandraMaye Posts: 3
11/8/2021
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Early in my career as an itinerate elementary music teacher I visited a class weekly with more adult aides than students. The students had various disabilities and basically did not respond much to the songs we would sit and sing together. The adults would joyfully sing the songs, and would help prompt each child - such as "and on his farm he had a ____" and months went by and no words from the students. But I did get lots of smiles - I know they enjoyed the experience. I remember at one point changing the order of the songs - and found out the students were NOT fans of that. We then kept the same exact format, once a week and they were very happy. By the end of the year - there were a couple of the students WHO DID RESPOND - and we ALL were amazed and overjoyed!
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SandraMaye Posts: 3
11/10/2021
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I had a student who wanted to play flute in band. Her younger sister who had no developmental issues, and in fact was the wiz kid with an A average also played flute. I modified the music so the older sister could still perform with the band, she attended her small group lesson with me each week and the younger sister would actually help her sister by practicing with her at home and encouraging her to do her best. They were both so happy they could be in band together - so were the parents of course!
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Chrissy Leffelman Posts: 3
11/12/2021
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I currently teach at a school that is considered a cluster school for children with Autism Spectrum Disorder. What I see most often in my ASD classes is children who will not participate unless prompted or have difficulty participating in body percussion or properly playing an instrument. I use hand over hand, modeling and constant positive feedback to motivate and reward their efforts. They are often so proud of themselves when they are successful and that is rewarding for me. I also adjust their lessons to their learning needs and what they enjoy in music the most and have found that I am still able to meet curriculum objectives for their grade levels. I also incorporate quick moving transitions, calming music in between activities and lots of opportunities for free movement. They are precious to me and making music fun for them and with them is just the best!
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Chrissy Leffelman Posts: 3
11/19/2021
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I taught a second grade ASD section for summer school recently. It was my first time teaching an ASD class exclusively for academics since I am a music teacher. I had a group of 12 students who required a vast and varying schedule of accommodations, learning styles and abilities. My toughest task was learning how to teach them using their IEPs. I had no knowledge of these students except for two days before summer school started. It was a tough start, but I used their IEPs and my own observation to guide me. From there I was able to create assessments that tailored to each of my students. Some students needed prompting, some students needed verbal assessments and some were able to answer questions in written form. As the days went on, I became more fluent and effective and found that abiding by their accommodations and providing the best summer school education I could for them wasn't so daunting after all. I truly enjoyed my students I hope I get to teach them in 3rd grade summer school next year! As for my music classroom, I have taken what I learned in the summer and found that it is much easier and far less overwhelming to accommodate all of my students and their needs in lessons and assessments. I am taking what I learned and designing lessons, activities and assessments for music content that more accurately reflect what my students have learned and are learning.
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Catherine Shea Posts: 3
12/7/2021
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I have two students (E/BD) who join a 2nd grade class. The students were to create their own body percussion for the song we were studying. They were given lots of choices for completing their assignment such as working with their table group or working alone (one worked with the group, the other chose to work alone.) They were able to create their own sequences based on movements they liked to do, making it as easy or as difficult as they wanted it to be. Students were allowed to paste pictures of the movement, use music notes, or write words for the movement. I feel that giving all the students lots of choices gave them many ways to be successful.
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Allison boham Posts: 3
12/22/2021
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I have 9-11 inclusion students that join a kindergarten class. Sometimes with four paras sometimes with two. This is all new to me so I’ve reached out to the ese director, met with the inclusion teacher and got lots of helpful feedback. She came into class and made suggestions which helped. The kindergarten teacher is helpful with prepping her students to be good examples and helpers. Also to use the bathroom before or after class since leaving the room opens up the opportunity for one of our friends to run out. I’m trying to be flexible and engage the paras to help. Their teacher told me I’m the teacher of record so I have to take charge and instruct paras what I need them to do. Some were on their phones while holding a child. Others are intuitive about modeling and reminding all students to follow along. So I can’t take for granted the need for communication. It’s a struggle.
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Roy Mitchell Posts: 6
12/27/2021
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I have a student that has mobility issues with her legs. She can walk and move but needs the assistance of a walker. One of the ways I make sure to accommodate her is by letting her participate in music making that has limited movement. For example during my class if we are playing instruments I would get a student to bring the instrument over so she would not have to move. With movement activities I would make sure to do movements that included the upper body as much as possible.
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Sara Myers Posts: 5
1/3/2022
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Currently I have several students with disabilities that come through the Music Room each week. In particular, I have a Kindergarten student with Cerebral Palsey who is wheelchair bound. She also is non-verbal. She still absolutely loves coming to the Music Room each week as she loves hearing music and will smile, laugh, and wiggle/dance in her chair to the music! Although she does not have much muscular control, she loves to use chopsticks like drum sticks on her tray or a tambourine or light mallets on a small xylophone. She also gets preferential seating in a space where she is in the middle of all of her friends without blocking the view or space of others. She loves being included, even if she is not doing the exact same thing as her classmates. She has a tablet with different phrases or typing capacity to help communicate and she always tells me how much she loves coming to the music room. I love having that opportunity to help her be included and experience music.
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Elizabeth Kimbrell 3 Posts: 3
1/5/2022
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A few years ago I had a student with a hearing impairment. She came to class with a sign language interpreter. Whenever the class was to echo songs, I would write the lyrics out for her to read, and of course her interpreter would also help a lot. She enjoyed playing the gathering drums, which vibrate when played, as well as touching the piano when I played it. I relied on her interpreter to give me ideas that would keep the student feeling included and able to participate.
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