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VIRGINIA L MORROW Posts: 3
7/17/2022
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I had a student that was visually impaired, and she learned to read music with a book in braille and found an organization that would transcribe music to braille. In the everyday flow of the class, the student would learn the music with recordings made for her
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Karen Braunstein Posts: 2
7/18/2022
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That's so fantastic. How wonderful that you were able to access this resource and do this for her!
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Karen Braunstein Posts: 2
7/18/2022
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This past year I had a kindergarten student with severe orthopedic disabilities. She is wheelchair-bound, has very limited dexterity in her hands, and has some behavioral issues. She loves music, and was always very eager to participate. Since this is a Kinder class, I like to do a lot of folk dances and movement. This student became my "steady beat keeper", as she preferred to play a percussion instrument rather than being pushed in her wheelchair. I was constantly impressed by how well she was able to use our many classroom instruments, with or without any adaptation. She was always proud of own success.
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Kailii Cherestal Posts: 2
8/7/2022
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This past year, I worked with students that had a more severe case of autism. I've noticed that other specials teachers didn't know how to incorporate ASD students in their classroom instruction, but with my background, I'm determined to not do what other teachers have done (or not done in this case). I would have them in one part of the classroom and work with them on holding a shaker. Just the work of having them hold one is a great skill for them to learn for improving their motor skills. So, I was happy to help in that way.
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Kailii Cherestal Posts: 2
8/7/2022
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VIRGINIA L MORROW wrote:
I had a student that was visually impaired, and she learned to read music with a book in braille and found an organization that would transcribe music to braille. In the everyday flow of the class, the student would learn the music with recordings made for her
That is so amazing! I would love to be able to have that kind of resource for any students I get that are visually impaired!
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Maria Fombellida-Ondarra Posts: 2
8/10/2022
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My school offers ASD program, so some of my music classes are combined ( inclusion) with ASD students. Last year I noticed that one of my second grade ASD student was very good at organizing different things by colors, sizes and shapes. The graphic organizer strategy was perfect to teach instrument families. He was having trouble recognizing instruments just looking at pictures, so I draw a semantic map and he was able to classify all the instruments from one specific family using pictures, then when he was ready I switched the pictures for the name of the instruments (words)
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Sandra Haag Posts: 3
9/1/2022
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I currently have a student with a degenerative muscular disease. His mental abilities are not affected, but his large and small motor skills are rapidly deteriorating. Our school has served him since he was in kindergarten and he is currently in 2nd grade. He has an "eyes on all the time" policy because of the possibilities of falling and choking. In music, he sits close to the front with a buddy. He participates in everything in the class except for dancing and running. He can move from area to area (like 4 corners) with help. I put instruments and manipulatives on a small lap desk for easy access. For our 1st grade school musical last year, he had a chair with arms that he sat in during the entire thing. He also held up signs when the other students did certain moves. He played maracas when students danced. He seemed to have a fabulous time and also learned the same music elements as the entire class.
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Melissa Voshell Posts: 3
9/19/2022
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I have a student with Autism who responds very well to music. He started out pushing in with a Kindergarten gen-ed class last year and was able to sing and participate with the rest of the class by the end of the year. He has a para who comes in to Music with him each time. Most of the questions that I ask him are repeated back to me, but if I give him visual choices, we are able to communicate much better that way. This year he is coming to Music with his self-contained class and has shown leadership in many of our singing activities in Music class.
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Norman McCorvey Posts: 3
9/20/2022
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I have had students who were DHH within the music classroom. With those students having interpreters, it makes instructing those students less difficult. I do have some modifications and accommodations for those students so they can be successful in music with the rest of their classmates. One of the fun things we did with a DHH student was to have all students, during learning rhythms, create their own gestures for rhythmic values. One of my DHH students chose "cat" for the quarter notes and hushing for the rests. I hope to continue generating interest in music for all students.
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Andrea Clemens Posts: 3
9/30/2022
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I currently teach elementary music, but for the last two years I taught middle school chorus. I had a student in advanced chorus both years with cerebral palsy who was bound to a wheelchair. He came to chorus as his only general education class during the day. He could verbally communicate fairly well. He could match pitch, he could harmonize, he could read moderately, and he had a LOVE for musicals and a love for singing with others. His positive attitude in chorus was infectious! Even though he had limitations physically, he never let that stop him fro trying harder to do his best to contribute to the vocal ensemble as a baritone. Treating him equally was important to him. He wanted to be a helpful team member, not a burden. I modified the rubric used when it came to grading him on the physical and cognitive expectations in chorus. Some of the areas modified included: correct posture for singing, correct diction, correct choreography, correct reading of musical score, and writing of musical notation.
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Susan D Backus Posts: 3
10/13/2022
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I currently have a student in 4th grade who has very limited movement in his right arm. He suffered a stroke in utero and has paralysis. I was able to purchase an adaptive instrument that has a cowbell, woodblock, guiro, stir xylophone and a clamp to attach other instruments such as a tambourine or hand drum. He has been very successful using this and able to participate with the rest of the class. For larger instruments like tubanos and xylophones he has been able to keep up so far using one hand. When the rhythms become more difficult I will modify the rhythm for him and have him choose a partner to play with him.
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Armando Loney Posts: 3
10/19/2022
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I currently have a student with Down Syndrome. We have found that he works really well when paired with a student who can model what we are learning in addition to my modeling. So when singing, he has a student vocal model, but we have also found that he is better playing Orff (for instance) when partnered with a student who he can actively watch and participate with.
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Laura Hess Posts: 2
10/26/2022
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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.
A few years ago I had a student with ASD who did not enjoy loud noises, including music. When music of any sort or volume would play, he would become very upset, cover his ears and begin to hum to drown out the sounds. Because music class is required, he could not be excused, we were able to find him some headphones and pre-record the lesson in spoken voice for him to listen to during class. He was only able to hear the pre-recorded sounds, and was not bothered by the loud sounds in class.
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Freamon McNair III Posts: 2
12/17/2022
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I have several students who are identified as Autistic or on the Autism spectrum. A few of them tend to get very easily frustrated and discouraged when they feel they are being criticized. For example, I have a kindergartner who hides under tables or in a covey hole when she feels as if she is in trouble. Another student, a 3rd grader, withdraws himself from the class when he senses the slightest bit of criticism from the teacher. I let them stay to themselves under these circumstances, as long as they are not disturbing the other students.
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Katherine Cuda Posts: 4
12/21/2022
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I currently teach at an "EBD" school. Meaning, I experience many diverse students with varying exceptionalities and disabilities. I have found that in my environment, I most commonly see defiance and sensory discomfort. For my defiant EBD students, I often provide choices. Specifically, if students are refusing to participate using the designated instruments, I will often let them choose an alternative instrument or activity. Some students will often choose to do movement or keep the steady beat as opposed to the instrument task at hand. That being said, the alternative activity still affords them the opportunity to participate and demonstrate some of the instructional outcomes. In regard to sensory discomfort, I have a set of noise cancelling ear phones in my classroom. If a student is over stimulated, I will allow them to "take a sound break" using the headphones. Another strategy I implement with my EBD students is visual to do charts. When students come into class, I have pictures of everything they are going to accomplish that day in visuals. Each picture starts under the "to do" column on a pocket chart and then as we accomplish each task or activity, I slide it over the the "check" column. This allows students to see what we have accomplished, what we have yet to accomplish and how to pace and regulate themselves accordingly. If there is a preferred task coming up, students know they have to work through x amount of tasks to reach the preferred activity.
During my internship in Music Education, I was at a school that had a DHH program. To accommodate these students, I would wear a microphone device around my neck that connected to students' hearing aids. When students came into the music room they would connect their hearing aids to my device. I also allowed these students to sit closer to sound sources during listening activities.
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Donald Stambeck Posts: 3
12/26/2022
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I once had a deaf student.. I placed a visual metronome in front of her.. I chose for her to play a hand drum.. she could feel the vibration of sounds through the head of the drum...
Visually she could tap with the light.. we went slow tempo at first and gradually increased..
I placed a partner with her as an additional support.
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Larissa Hardesty Posts: 3
12/28/2022
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I have a kindergarten student who is quadriplegic. He is in a chair and has a nurse and a paraprofessional with him at all times. As much as possible, I have the paraprofessional assist him in holding and playing instruments as well as patting steady beat. He enjoys rhythm sticks and loves watching the other students do movement activities.
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Sandra Giamatt Posts: 1
1/3/2023
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I have a non-verbal autistic student in 5th grade that has been in the school since Kindergarten. He has always responded with enthusiasm to audio recordings, creating his own movements, sometimes squealing loudly with excitement. He struggles with holding instruments & joining in with group activities. He likes to observe the other students, sitting away from them. I started having his para work with him on the class activity, encouraging more participation. Then, we had others sit with him. He now joins in with more activities than in the past.
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Melissa Nunez Posts: 3
1/5/2023
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I give opportunities to a group of 25 4th and 5th grade students to participate in the school orff ensemble where we practice once a week after school. I noticed one student was having difficulty learning her part, so I created an easier version of each song for her play. Other students also helped her and she was able to play successfully in the concert. She was a student with Intellectual Disabilites. After the concert had ended, her mother expressed how happy she was to see her daughter play. The mother was very grateful that her daughter had the opportunity to play.
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Donna Wilson Posts: 12
1/24/2023
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I have had several students over the years with physical disabilities that affected their ability to play the recorder or other instruments in class. A couple of students that had physical impairments to the hands were able to use an adaptive recorder that had keys instead of holes; I could also change the placement of the keys to make alternative fingerings so the student could be successful, even when missing fingers. I would also modify the parts to match the notes the student could play successfully. I would assign a group the modified part so the student wasn't singled out. Everyone was so proud that they could play in harmony. I also had specially modified mallet grips that fastened securely around the palm of the hand, keeping the mallet in the correct position for playing. I love the look on their faces when they realize they can participate successfully. The best part of teaching music.
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