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Marissa Rollins Posts: 4
4/20/2023
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For the past two years, I had a student with autism specifically asperger's syndrome. He is such as sweet student who loves to please. I have seen their disability affect them mainly in the morning before the school day starts. They would cry and scream hysterically sometimes even throw up or soil themselves because they did not want to come to school. This would lead to many days missing instruction and negatively impacting his overall education. During class, he very much aims to please. To best support him as a student, I seat him close to me as he tends to most motivated to achieve when by the instructor. He also thrives on compliments to his parents (who more often than not get less positive phone calls). So, if he has an outstanding day (performing a solo in front of class [something he enjoys, but occasionally gets nervous] or shows high achieve through notation or vocabulary, he can earn a positive phone call home from my class.
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Marissa Rollins Posts: 4
4/20/2023
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emily kyle wrote:
I have a deaf student in my music class. One of the ways I try and accommodate the student is to utilize a metronome in the class. The metronome gave a visual of the beat for this student. I coupled this with him playing a triangle. The student could feel the vibration of the triangle in relation to seeing the metronome. This worked well for the student. Being in the percussion section of the classroom with other percussionists gave the deaf student much needed support. The other percussionists learned a few ASL signs so that they could keep everyone involved learning and working together. As a question, does the student have an interpreter with them or do you sign? How do they understand the instructions during a lesson?
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Courtnee James Posts: 3
4/25/2023
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In the past, I had a student who was visually impaired to see what was going on in my music room when he was in the classroom. When the student is listening to music, he could identify certain parts of the music that other students could not hear. He was able to respond to my verbal questions if there were any related to listening maps or listening lessons. Instead of giving the student a work sheet or a song on paper, the student was able to follow along while I plucked notes on the piano or verbally said a phrase and the student was able to repeat or respond to singing.
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JaNae Robinson Posts: 3
4/25/2023
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Throughout the years I have worked with students that have various challenges. I can recall one students that had an issue with their heart but also had some cognitive challenges as well. I noticed the would grasp the concept but every week it would be like reteaching. This students was paired with a kind peer who assisted with recalling information when needed, and also served a partner when doing various team assignentmts or activities in the class.
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Katie McGuire Menges Posts: 3
4/26/2023
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Currently, I have a student who has a hand deformity. Looking at his hands it is hard to tell-- until you give him a recorder. Thankfully, I asked a friend for advice (someone who subs in my room) and her daughter, who works at the county level, in another county, knew exactly what I needed. My county was able to give us a few adaptive recorders. Their outlook on music changed (the 2 students who needed them) and they were more willing to play instruments and participate in class. I asked for three recorders, just incase and another teacher needed one. It was a simple gesture that made huge impact on her student as well.
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Richard Wright Posts: 5
4/30/2023
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At one time I taught music at The Exceptional Student Center. I had students with the entire spectrum of possible disabilities each student, every class. I utilized my Orff training as well as my experience as music therapist at he state hospital to create vibrant lessons to enrich the lives of my students. We played instruments, sang songs, moved creatively, read stories, and acted stories out with musical accompaniment. I always utilize playing xylophones while set up in a pentatonic scale. This gives the player the option to strike any note and still be within the harmonization. With my lower functioning students I assisted them to play using guided hand over hand technique. This can be done with most of the percussion and guitar/ukelele. I would finger the chord and guide the student to strum the strings. After school I developed a chorus with the higher functioning students. Although we sang I understood that not everyone would be able to hit the pitch. We accompanied ourselves with simple percussion instruments, danced with scarves, and used simple sign language. We gave a holiday performance that was well received by the parents and school. Although it was not music note perfect it was performed with a great sense of energy, enthusiasm, and respect for the music. The students felt great sense of achievement. In the words of Beethoven " Music goes from the heart to the heart"!
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Richard Wright Posts: 5
4/30/2023
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I have used pneumonic strategies in teaching music to all students. In the Orff strategy we use language to express rhythms. The word pie becomes the sound ta which represents the quarter note. The word apple becomes ti ti which equals 2 eight notes. Apple pie become ti ti ta. There are five basic rhythm words that lay the foundation of all rhythmic understanding. I also, do a lot of activities with peer grouping. We clap rhythms, dance with partners, and play instruments with partners to strengthen and develop playing skills.
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Katherine Olson Posts: 3
4/30/2023
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I currently have a student with cerebral palsy who has limited movement when it comes to playing instruments or engaging in movement activities. We have made adjustments when doing movement activities with manipulatives such as scarves. We have provided her with a scarf attached to scrunchie band that can be placed around her wrist since she struggles with maintaining a grip on the scarf in her hand. This allows her to participate the movement activity based on her range of motion. Additionally, I make sure to allow this student to have choice in a differentiated manner. When the students are allowed to pick a stuffed animal out of a basket during a composition song, I select two stuffed animals and allow the student to choose by touching the animal they want to use.
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Richard Wright Posts: 5
5/2/2023
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In playing the recorder some of my autistic students didn't understand the delicate nature of tonguing the note to create a tone. You can't do it too hard or to soft. So, I had to take extra time to work with them independently to have them imitate the way I use my tongue, first by just saying the word tu, then thinking that word when you play that note. Changing to the next note was difficult because they were not fully covering each note. We had to analyze each note to see how they were not fully covering the holes and what it would take for them to cover. And with each note came a slightly softer tonguing until we 3 notes. We did we would slowly go through the song Hot Cross Buns until we could play each note and achieve success.
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Lauren Colas Posts: 1
5/15/2023
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- Think of a student with a disability you have now or in the past. Describe ways in which their disability affected their learning in your class.
I have several students that have different disabilities and it affects their learning as far as processing, retaining the information, or even just their attention span. But at the same time, music strengthens and develops parts of the brain, and is so good for all students regardless of disability.
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Michelle Manzi Posts: 3
5/16/2023
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I have taught a student who is visually impaired in music class. For this student, I have modified instruction so that the student can hear instructions and sounds first. I also provide enlarged music notes so that the student can see the music. They are legally blind, but have some sight if the notes and words are big enough. I also have music buddies so that if there is a need or question, the visually impaired student can ask their neighbor instead of interrupting class. I have as much hands on experience combined with aural skills such as call and response, singing a rhythm and tapping it back on the hand drums, utilizing the big bass xylophones for the student instead of the small glockenspiel initially for immediate success. Allowing time for the student to feel and listen to the xylophones so they can "see" their way around using their ear. Using the pentatonic scale for improvisation. Lots and lots of singing, hand clapping, and stomping. For classroom movement, I pair the student with a dance partner. This helps them to move around to the music if they feel comfortable. Otherwise, I modify the movement for the student while allowing for a stationary position in a chair but still able to use their arms and feet. If useful, they can add auxiliary percussion while the class moves.
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Marie B Hill Posts: 3
5/22/2023
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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.
I have two students with ASD in my elementary chorus. I have used technology to help meet their learning needs. Choral music videos are uploaded to YouTube. The song tempos can be adjusted during home and in class rehearsals. Videos with and without lyrics were created for easy practice. Movement videos were uploaded that can be modified for faster or slower presentations. I also used graphic organizers to assist in memorizing the lyrics and movements. They both enjoyed a successful spring musical.
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David Martinez-Cooley Posts: 3
5/24/2023
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For the past two years I have had the pleasure of working with a student who has an intellectual disability. He also had seizures when he was younger that has made it difficult for him to use one side of his body. He is reluctant to accept my help holding instruments that he can strike with a mallet, so we give him extra time to position instruments on the carpet, up close to his body in such a way that he can successfully play along with the class. During boomwhacker activities in which we were working on "left hand low" and "right hand high," we positioned the tubes on the carpet with a velcro band, so he could strike each one with a large mallet. With gross motor activities, we adjust as we go - each week it's a new adventure and we work together to discover how he can best show us what he knows.
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Shawna Grimes Posts: 7
5/28/2023
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Last year I had the opportunity to teach a student with Down Syndrome. This was my first time having a student with Down Syndrome, who also could not speak English. (I was teaching in Mexico). He came with an aid who was bilingual. The aid and I worked out how to amend different assignments for him, and to modify partner work so he was with two classmates. The student and I would communicate as best we could, given language barriers, and by the end of the year, we were communicating to each other in our native languages. I adapted assignments so he could present/gather information in whichever language he felt the most comfortable with. He taught me a lot about the clarity of instruction, and how to lay out specific information/requirements in a way that was helpful for everyone in the class, and myself.
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Shawna Grimes Posts: 7
5/28/2023
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David Martinez-Cooley wrote:
For the past two years I have had the pleasure of working with a student who has an intellectual disability. He also had seizures when he was younger that has made it difficult for him to use one side of his body. He is reluctant to accept my help holding instruments that he can strike with a mallet, so we give him extra time to position instruments on the carpet, up close to his body in such a way that he can successfully play along with the class. During boomwhacker activities in which we were working on "left hand low" and "right hand high," we positioned the tubes on the carpet with a velcro band, so he could strike each one with a large mallet. With gross motor activities, we adjust as we go - each week it's a new adventure and we work together to discover how he can best show us what he knows.
That's pretty cool. We had a student this year with an orthopedic disability, and I think something like this would have been a great option for us to try. I definitely will have to keep this in mind for the future.
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Heledys Rodriguez Posts: 3
5/29/2023
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This year I worked with a student with D/HH.
She was a sweet girl with a great passion for music. She had a small device for me to use to wear on a necklace so she could hear my voice over the music if needed. We only used it couple to times. I used to place her right in front of me and have her surround by some of my stronger voices. We also had some signals for when she was too loud either speaking or singing and they worked just fine.
I really enjoyed having her in my class. She was always happy and ready to make music.
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David Hahn Posts: 6
5/30/2023
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I have had a student with visual impairments for several years. Until the student was diagnosed, the student would be squinting a lot to try to read text, and it would take longer for him to get work done. After the diagnosis of nearsightedness was made official in the student's IEP, I was able to sit the student in the front row so the screen would be easier to see. In addition, I would provide larger print versions of whatever text we were using, and, on weeks we were using iPads, he would have special permission to place his iPad closer to his face than the rest of the class would be allowed to do with their iPads. All of these accommodations have helped this student be able to follow along in class discussions and get the work completed at a faster pace.
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Valerie Nunez-Caicedo Posts: 3
6/23/2023
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| This past year, I had a blind Kindergarten student who excels in music. In preparation for their performance of a mini-musical called Pajama Party, this student was given a copy of the lyrics in braille to take home and one that was kept in my classroom. He would practice reading the words at home and used the one in the music room if he needed a quick reference. When we added choreography, the classroom aid would help orient him if he got confused. For the performance, he stood on the risers next to a rail to help stabilize him, and the classroom aid was on the other side for additional support that he might've needed. | |
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Mauricio Leguizamon Posts: 1
6/23/2023
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I have had many students with disabilities; they usually struggle in different classes; however, in my class playing instruments such a xylophone or keyboards, they are able to play simple melodies.
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Cameron Moten Posts: 4
6/26/2023
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Once I had a student who was blind and had autism. She also had perfect pitch. Her primary instrument was piano so occasionally I had her play piano as an extension activity.
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