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Marilyn Krug Posts: 3
1/8/2022
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I have 8 ASD students that come to my 3rd grade class with an assistant. I have seated them at the front of the room so myself and the assistant can help. One is visually impaired, so I allow him to move to the point where he can see the whiteboard. When trying to playing a recorder or ukulele, I can show him individually the notes by numbering the fingers and feeling the holes or frets. A student helper sometimes will say the note names and he recognizes the fingering.
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Roy Mitchell Posts: 6
1/10/2022
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I had a student that had an orthopedic impairment where the student can't walk without the use of a walker. She is now in 2nd grade, but when I had her in my class. I would have to be mindful during music activities that involved movement. I would either have to come up with a differentiated way of doing activities for the student where she could participate or not do them at all just to keep things fair.
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Roy Mitchell Posts: 6
1/10/2022
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I had a student that had an orthopedic impairment where the student can't walk without the use of a walker. She is now in 2nd grade, but when I had her in my class. I would have to be mindful during music activities that involved movement. I would either have to come up with a differentiated way of doing activities for the student where she could participate or not do them at all just to keep things fair.
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Lyn Clark Posts: 4
1/12/2022
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I had a student in my classroom from kindergarten through 6th grade. This student was in a wheelchair and also wasn't able to grip things with his hands very well. When he was in 5th grade and we were learning the guitar, I provided a shoulder strap so he was able to secure the guitar in from of him. He could move his left hand pretty well, but I knew he would struggle with holding a pick, so I ordered a special pick that he could slip his finger in. Then if he dropped the pick, it was still on his hand. It worked very well for him and he was quite successful.
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Tristi Wren Posts: 3
2/7/2022
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I taught a student several years back who had Cerebral palsy and walked with braces on her legs and used crutches on her arms. Though her movement was limited, she participated in every movement activity I facilitated. Many times I would simply replace jumps in the movement activity with sways or other movement that she could do more easily. She never seemed discouraged and always had a smile on her face. She could play mallet instruments or drums from a seated position and enjoyed doing so. Though she had trouble with speech, she matched pitch beautifully and was always on of my best singers.
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GaJauna Jackson Posts: 3
2/15/2022
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Years ago, I had a student who was blind. This student did not have any severe cognitive disabilities, so the student attended music classes with the general education students. This student was extremely musically talented and enjoyed singing, dancing, and playing instruments. When we engaged in movement activities and instrumental activities, the student participated enthusiastically with the help of the student-specific paraprofessional. To help this student participate when we used textbooks to read information about the lesson or to learn the lyrics of songs, I had the therapist translate the text on the pages into braille. When administering classroom assessments, I would use various accommodations and modifications to find out what the student had learned about the material. The student thoroughly loved music and displayed that love by singing solos for school-wide performances. This student was an inspiration to all.
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Grisel Lussier Posts: 3
2/16/2022
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I have a student that has a delay in communication. He has a difficult time expressing his thought and when he tries it comes out like gibberish. He has improved in some ways throughout this year but is not at the level of the other students. Through music he has been able to speak some words clearer and has retained the information through singing. We are still working on his speech as well as motor skills but at least he feels confident and happy in music class.
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John Wren Posts: 3
2/18/2022
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I have several students who are deaf or hard-of-hearing. It is difficult for them to participate in melodic/singing activities. They are amazing students and will try their best to vocalize and change the pitch of their voices (with the help of an interpreter). To accommodate them, I make sure to use a microphone or other technology that allows them to better hear my voice or the music. Also, I have them sit right next to the speakers and even allow them to put their hands on the subwoofer as the music is playing. They are able to feel the different speed of vibrations and are aware that it affects the change in pitch.
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Feliciano Carrion-Puchales Posts: 2
2/19/2022
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Several year ago, I had a class of about 6 or 7 students, they were all deaf. Their disability was the definite barrier in between them and what they could learn in my class, at least that what I thought. All these kids taught me that I was wrong. I have to say, that they impressed me with their hard unstoppable work. They learn about steady beat and even play rhythms in minor percussion instruments. They were always with a smile and so eager to learn, even in their hardest days. After every day I met them, I ended it with a headache, but man it was so satisfactory. Now I know that I was the one who was intervened, they were the "Team of Professionals" applying a TIER 3 on me.
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Myrna Melendez Posts: 2
2/25/2022
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I have a student with autism and he is very sensitive to loud noises. Every time we have an activity that requires us to sing loudly or clap his hands, he withdraws from the group or covers his ears. I do not want to exclude him from the activities that I have prepared for everyone. I talk to the rest of the group so that we cooperate to avoid making exaggerated noises to get him to integrate again, or on other occasions I explain the type of activity that we will be doing and he withdraws a little with another child who accompanies him. He is functional in other activities that do not require so much noise. I always go to him to give him the most direct instructions and he always has a partner who supports him. He likes to sing and I see that he enjoys it, but the noise must be moderate so that he can integrate or sometimes he asks to do it without the help of others.
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Myrna Melendez Posts: 2
2/25/2022
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I have a student with autism and he is very sensitive to loud noises. Every time we have an activity that requires us to sing loudly or clap his hands, he withdraws from the group or covers his ears. I do not want to exclude him from the activities that I have prepared for everyone. I talk to the rest of the group so that we cooperate to avoid making exaggerated noises to get him to integrate again, or on other occasions I explain the type of activity that we will be doing and he withdraws a little with another child who accompanies him. He is functional in other activities that do not require so much noise. I always go to him to give him the most direct instructions and he always has a partner who supports him. He likes to sing and I see that he enjoys it, but the noise must be moderate so that he can integrate or sometimes he asks to do it without the help of others.
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Kelli White Posts: 3
3/17/2022
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1. Mnemonic: Letter Strategy. I use Every Good Boy Does Fine to remember letter names EGBDF, then I also give the students the opportunity to create their own sentences that might be more relevant to them.
2. Task Analysis: to teach rhythmic percussion patterns
- Count the # of beats
- Count the # of quarter notes, 8th notes, etc.
- Speak rhythmic syllables
- Speak & clap the syllables
- Whisper & clap the syllables
- Think & clap the syllables
- Think & play the syllables on the drum
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Kelli White Posts: 3
3/17/2022
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I have used adapted assessments to assess singing So & mi. Students are able to choose from singing, showing hand signs, or notating So & mi.
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Joanne Crowder Posts: 1
3/17/2022
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I taught an inclusion class with 25 typical students and 4 EBD students. There were times when the EBD students would become upset and destructive which disrupted the entire class. The students who were not acting out would have to leave the room for their own safety. On the days the EBD students attended music, I would have to make sure items of value were put away in closets. The students in the class did not have the opportunity to work with Orff instruments, and activities had to be modified to help the students remain calm in music class. Centers were created, such as matching instrument names to pictures, notes to their value, and dynamics with their symbol. There were also tactile activities such as shaping notes with playdough and music puzzles.
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Becky Berry Posts: 3
3/18/2022
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I have a student with autism who receives peer assistance during singing and movement activities in the general music classroom. The student with autism shows he is comforted by his peer buddy and responds to the warm smiles of him when he sees him in music class as he is trying to make him feel included in the activities by encouraging him to participate. In some music activities he will participate, other times he does not - when he does try to participate, his buddy is right next to him helping him make good choices in his learning process. We all appreciate the kindnesses shown by students who understand that we are all unique in our own way. Together we can help others achieve small steps toward growth.
edited by Becky Berry on 3/18/2022
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Jill Neron Posts: 3
3/18/2022
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I currently have several students with emotional/behavioral disabilities. I find that sometimes these students get very emotional or upset, often by something unrelated to our music work, but it will cause them to have an outburst and prevent them from participating in class with us. Sometimes, if the activity seems to challenging or they don't feel that they can be successful at it, they instead act out. Other times, there might be a concern over following the rules of the activity, and not doing it the way that they think is right. To help these students be successful, I will provide them with preferential seating (either close to the teacher or away from distractions) and allow them to have a space in the room where they can go if they need a break from the activity if they feel over stimulated or upset. I provide visuals (pictures, listening maps) as appropriate and allow students to modify their physical movements and/or method of participation as necessary. Peer supports are also used as appropriate, although some of the students prefer and do best when working on their own. I also make it a point to praise any and all positive contributions to our class and work and encourage them to try their personal best.
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Candace Travis Posts: 4
3/19/2022
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I have a very talented 2nd grade student who loves music, but she has many emotional issues. One day she came to music all up set, I could not console her, so I asked if she would like to hug my stuffed animal (which I use with my pre K classes) and she said yes, she was able to self calm and by the end of the class was fully able to participate. You just have to meet each student where they are at the time you see them. Being a special I see most primary students in the afternoon, after lunch and recess which is usually when things happen to them emotionally.
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Lindsey Manring Posts: 5
3/23/2022
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Sara DiPardo wrote:
I have a wonderful student with cerebral palsy. The student is in a wheelchair but also has a very nice walker. The student usually comes to music in the chair though. The student also has a paraprofessional that helps. the student sits on the end where I can get to them more easily and help. The student is very rigid and stiff and has limited use of the left hand but can more easily use the right. I do accommodations with mallet instruments with by having her play the larger ones. I still help with my hand on top to guide. Recorder is something I am struggling with accommodations for. I try to cover the students hands but it's difficult having to use both and not very successful.
I repeat directions although the student doesn't have any problems with hearing but with speaking. I have had the most success with dancing/motion that only requires the upper body. The student LOVES this especially if it's a game where if you move robotically or can be "silly" the student is more successful and obviously has more fun too.
This has been my first student with Cerebral Palsy and I have already learned so much about accommodations. I am embarrassed honestly in how little I feel I have done. I need to work on SO much. This course has made me so aware. I look forward to using a lot of these ideas next year!
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Lindsey Manring Posts: 5
3/23/2022
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I loved the part about how you learned so much from your student. I've found that too...always learning from their different needs and learning styles. I hope to learn more about the different accommodations and needs through this course too!
Sara DiPardo wrote:
I have a wonderful student with cerebral palsy. The student is in a wheelchair but also has a very nice walker. The student usually comes to music in the chair though. The student also has a paraprofessional that helps. the student sits on the end where I can get to them more easily and help. The student is very rigid and stiff and has limited use of the left hand but can more easily use the right. I do accommodations with mallet instruments with by having her play the larger ones. I still help with my hand on top to guide. Recorder is something I am struggling with accommodations for. I try to cover the students hands but it's difficult having to use both and not very successful.
I repeat directions although the student doesn't have any problems with hearing but with speaking. I have had the most success with dancing/motion that only requires the upper body. The student LOVES this especially if it's a game where if you move robotically or can be "silly" the student is more successful and obviously has more fun too.
This has been my first student with Cerebral Palsy and I have already learned so much about accommodations. I am embarrassed honestly in how little I feel I have done. I need to work on SO much. This course has made me so aware. I look forward to using a lot of these ideas next year!
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Lindsey Manring Posts: 5
3/23/2022
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In my first grade classroom we had a student with Down Syndrome and she benefited from small group and partner work the most. She became confident and familiar with her classmates who were confident and eager to help. Before any lesson I always modeled to the entire class and for her group and for many of the children it was important to break the task into smaller steps, modelling each one, and asking for them to repeat and practice.
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