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Donna Wilson Posts: 12
1/24/2023
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Devra Pollard wrote:
I had an ASD student who was high-functioning but was noticeably challenged when interacting with peers. There was a core group of students who were effective and patient when helping him understand appropriate ways to engage and interact with others while completing cooperative tasks. When creating groups and structuring in class assignments, I always included one student from the core group that partnered well with him. He changed groups with the same frequency as others; group assignments were not restrictive. By year’s end, he appropriately engaged with everyone in the class.
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Donna Wilson Posts: 12
1/24/2023
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Devra Pollard wrote:
I had an ASD student who was high-functioning but was noticeably challenged when interacting with peers. There was a core group of students who were effective and patient when helping him understand appropriate ways to engage and interact with others while completing cooperative tasks. When creating groups and structuring in class assignments, I always included one student from the core group that partnered well with him. He changed groups with the same frequency as others; group assignments were not restrictive. By year’s end, he appropriately engaged with everyone in the class.
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Donna Wilson Posts: 12
1/24/2023
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What a beautiful situation to have such a compassionate core group of students that were able to model for him appropriate ways to engage with others. The ability to practice those interactions in a judgement-free zone was, I'm sure, a real confidence booster. Devra Pollard wrote:
I had an ASD student who was high-functioning but was noticeably challenged when interacting with peers. There was a core group of students who were effective and patient when helping him understand appropriate ways to engage and interact with others while completing cooperative tasks. When creating groups and structuring in class assignments, I always included one student from the core group that partnered well with him. He changed groups with the same frequency as others; group assignments were not restrictive. By year’s end, he appropriately engaged with everyone in the class.
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Donna Wilson Posts: 12
1/24/2023
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I have had this same situation and a number of the students had to wear noise cancelling headphones to keep from getting overstimulated. They loved to play the drums and sing. For those students who were not able to participate, I gave instruments to their paras who would sit with the student and help engage them. For movement activities I had a set of scarves they adored. They would tell me what color they wanted and we would use them for gross motor skills practice, and practice with following simple directions. Brad Gillet wrote:
I have several students that come in with a para from a self-contained classroom. Some of the students have autism and cannot socially interact with the rest of the students. When using instruments, I reserve one for the paraprofessional to help them out with. When doing movement activities I often use the general ed students to pair up with them so they can interact more. I make modifications for these students the best ways that I can, especially because some of them are above or below the actual grade level, both age-wise and developmentally, that they come to the classroom with.
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Donna Wilson Posts: 12
1/24/2023
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YES! Music teacher for the win! Way to think outside the box to help this student be successful. william barnes wrote:
I had a student who was born with only an upper left arm. We were reading and playing rhythm on rhythm sticks. He was having difficulty holding rhythm stick under his left arm. I bought a 2" dowel rod cut it a 2' length and he was able to play holding under his left arm. He wanted to play the snare drum. I found some Velcro straps and was able to attach the drum stick to his left arm. He was in heaven.
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NICOLE GREGGS Posts: 3
1/28/2023
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I currently teach PK-5th grades, including 4 cluster classes of EBD students. We have quite a lot of other disabilities in the general population. ranging from speech & Language to SWD to OHI. The first time a student with Autism told me, "F--- you!" I was completely taken aback. At that point in my career I had never had a student say that to me, and I fought the urge to react as I would with my own typical child. Instead, I simply stated that his words were not an appropriate way to express his anger and frustration, that they were disrespectful, and that he instead should say something like, "I don't think I can do that, it's too hard, help me, show me, give me something easier." He eventually learned to use language that said what he meant, and he was able to participate fully in music classes, as he wore noise-canceling headphones.
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Katherine Cuda Posts: 4
2/1/2023
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Several of these strategies I already implement in my classroom. Practices I would like to continue actualizing include 1) differentiated learning and catering my instruction to the varying levels of my scholars, 2) using grouping to create more student-centered collaborative learning, and 3) using peg words and key words to help my student memorize and recall important music content.
An example of a way I use technology to assist my students with disabilities is by letting my non-verbal students use chromebooks and ipads to share their responses with the class.
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Stephen Covert Posts: 3
2/2/2023
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how amazingly inspirational! If we go into a classroom setting with equally high expectations for all students- including students with obvious or even hidden disabilities- we can ensure that we take them from wherever their starting point is, and support them individually on their learning journey, and ensure meaningful access to the arts
Tammy Voodre wrote:
A couple of years ago. I had a student who not only was diabetic but had limited vision in his eyes. First of all, I have to say he was a inspiration to us all. He worked harder and never had an excuse for not learning or achieving in my music class. During the unit on recorders, we had his music enlarged so that he would be able to see it without squinting. Through the school system, we had someone place rubber O-rings on his recorder for each of the seven holes so he could feel the placement on the recorder better. This gave a him a landing mark for finding the holes and this seem to worked well for him. I also had him sit close to the front of the classroom and assigned a peer helper to help guide him during our class time just in case he had a question. I would also give him one on one instruction when possible.
edited by Tammy Voodre on 4/17/2016
edited by Tammy Voodre on 4/17/2016
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Steven Armstrong Posts: 3
2/7/2023
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I currently work with an E/BD class once per week. This class is composed of about 10 students in grades 1 through 5.
Working with a class like this, I have had to change many of the processes in my classroom to make transitions easier on the students and to always go over rules and procedures before we do anything in my classroom. I have found that in some lessons I do with these students they are able to grasp quickly and excel past what other students of their age group are doing. Other lessons have been derailed because of an issue going wrong and a student responding to the situation in a way that upset or disrupted the other students' learning process
The big way I have adjusted my music class for E/BD students is to include more music on feelings and emotions. I have found music on Quaver (our school music curriculum) that help reinforce the social-emotional lessons the students are working on outside of the music room.
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Maria De Jesus Posts: 3
2/7/2023
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I used to work with students with various disabilities. I remember how my kids with EBD would want to participate, however, their ability to overcome their own emotions was a challenge. They wanted to perform and yet sometimes their behavior would make them close off to the lessons due to lack of confidence or how they would be viewed by their peers. I always tried to encourage my students to use music making as a way to release some of those emotions. I would also premise my class as a safe space where they could be vulnerable without judgement.
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Maria De Jesus Posts: 3
2/7/2023
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Two strategies that could be implemented in music class is grouping students into reciprocal learner groups and breaking the lessons into parts using the cube or scaffolding methods. This would help students with disabilities to grasp the concepts with the assistance of peers and appropriate pacing. I have used technology to reach my students with EBD, it helped them connect to the lessons and to their individuality.
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Maria De Jesus Posts: 3
2/7/2023
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An adapted assessment that was successful was having my students with disabilities play a simpler version of the same song to show their understanding. My students in the past have benefitted from providing extra time for their assessments, sitting near me, reading instructions to the students and giving them more practice time.
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Jeanine Allen Posts: 2
2/12/2023
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Thinking of a student in my class that has a disability, the ways in which their disability affected their learning made them struggle with speaking, and singing through the text. One of the ways I have been able to help this particular student, is providing different ways to move while everyone is singing and speaking through the words of the song. Even slowing down movements that are included in the songs so that they can feel they are participating in the lesson as well.
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Lou Ann Bigsby Posts: 6
2/15/2023
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When checking for understanding, students with disgraphia, and dyslexia are often also hard to focus are paired with another student. They are given one exit ticket, a highlighter and the prompt. I have found that using this method, the student is focused, has a scribe and can focus on answering the prompt instead of reading it. The peer is normally a student that has the ability to be the leader of the task and through working with the student, we get a positive outcome. This has been successful and prevented many meltdowns due to the challenges the student with disabilities possesses. Helps with self esteem many times as well. I can listen, observe and track their understanding as well.
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Lou Ann Bigsby Posts: 6
2/15/2023
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All these are great options for a challenged student. It can save distraction and acting out as well due to frustration. Maria De Jesus wrote:
An adapted assessment that was successful was having my students with disabilities play a simpler version of the same song to show their understanding. My students in the past have benefitted from providing extra time for their assessments, sitting near me, reading instructions to the students and giving them more practice time.
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Fotini Panagiotouros Posts: 6
2/15/2023
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A strategy I used with a student that comes to mind who had partial vision impairment was color coding the xylophone bars with the circle stickers and matched them with color coded highlighter in their book for those notes (I got erasable ones if you're worried about marking up the book or bleeding through the page).They had no problem reading the rhythms, but identifying the notes between lines and spaces proved difficult. This really helped clear that up for them and they found success through all the modules.
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shirley callandret Posts: 4
2/19/2023
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I have had a student who has physical impairment. In my music class, I incorporate more hands on experiences, a lot of moving; therefore, I have student to pair up with another student to assist with the movements. This student is in a wheelchair a student will assist by pushing them around in the wheelchair. I have the student use their hands to show movements. Another strategy is using more visuals.
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Victoria Fisher Posts: 6
2/23/2023
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I have a deaf student. Feeling the vibrations by touching the speaker worked in his earlier grades, but he wanted to be as involved as all the other students. So, while learning a new simple song in his fifth grade class, he receives the notes on paper and I put them on a PowerPoint for the entire class. Standing in a circle with all students performing movements at different tempos, helps him see what we hear. This helps him to become integrated with the class instead of separated from the class.
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Victoria Fisher Posts: 6
2/23/2023
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I have a hearing impaired student. Feeling the vibrations by touching the speaker worked in his earlier grades, but he wanted to be as involved as all the other students. So, while learning a new simple song in his fifth grade class, he receives the notes on paper and I put them on a PowerPoint for the entire class. Standing in a circle with all students performing movements at different tempos, helps him see what we hear. This helps him to become integrated with the class instead of separated from the class.
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Jeanine Allen Posts: 2
2/25/2023
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I currently teach K - 5 with several disability students that are pulled into the music classroom. There is overcrowding in my district. If I would have to make a suggestion to administration to the advantage of a student with severe disabilities is that they should be in very specific grouped classes where the teacher has extra time to help and support theses students. Extra help in the classroom for the student who is struggling to do any of the activities in the classroom. The paraprofessionals don't always seem to be able to handle the many conflicts that occur.
Many times, it seems that these students are left behind because they are pulled into the classroom to follow the law, but actually they are not able to do the activities since the work is not on their level. If they had their own individual class, the whole lesson could be written and geared just for them. In my opinion, this is what would benefit the students who have severe disabilities.
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