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emily kyle Posts: 20
3/2/2023
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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.
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Tony Buzzella Posts: 2
3/3/2023
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Years ago I had a hearing impaired student in a general music class. She could not sing on pitch. During a lesson to identify the pitches of the C major scale, I used "Boomwhackers". The class was instructed to arrange the color coded boomwhackers to match the C major scale (C/red, D/orange, E/yellow, F/lime green, G/dark green, A/purple, B/pink and the octave C/red. I had the students sit on our musical carpet in a large circle (criss-cross apple sauce). I had the students smack their open left hand palm to produce their pitch. I had my hearing impaired student put her large red C boomwhacker with the capped end up to her ear holding it in her left hand while tapping it with her right index finger. She was able to sing her pitch every time it was her turn to sing the pitch.
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shirley callandret Posts: 4
3/12/2023
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In my music class, all my students sing, and incorporate a lot of movement. I had a student who had cerebral palsy in wheel chair. I would modify and accommodate my lesson by having the student show movement with a scarf or hand. There are times when another student will assist moving them around in the wheelchair.
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Vera Posts: 5
3/17/2023
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I have a class of 6 boys that are a mixture of 3rd, 4th and 5th graders that are emotionally and behaviorally disabled. Music is their favorite class now, but at first, they had many problems listening to music. I started to use some strategies for listening through movement! I was teaching a lesson on FORM-so I had the students copy my body movements each a difference one for our Rondo form and then we added scarves to add even more excitement to it. I wanted to see if they really could tell what those actual parts where without the movements, I provided some A B C D cards and they sat quietly listening through the whole thing and raised the cards at the correct time showing they could quietly listen and identify the correct order of the Rondo form at the correct time. Then I went a step further again with the same cards. I had them listen to another instrumental piece also in Rondo form but this time they had to use the cards without doing a movement, and they were able to show the correct cards at the correct time, in the correct order. I believe with specific class; movement works great to achieve teaching careful and thoughtful listening skills.
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Vera Posts: 5
3/17/2023
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I LOVE what you did!.:O)
Emily, I have never taught a deaf child in my music class, but I really love that strategy of utilizing a metronome that gives visuals of the beat and then adding the triangle...it so immediate to feel the vibrations on a triangle. Great idea.
Thanks for sharing.
Virginia :O)
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.
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Amie Hedman Posts: 2
3/18/2023
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I have a student in Art class whose exceptionality is IND. We use adaptive scissors if she needs to cut something. We also do some cooperative activities where she partners with another student in the class. She has a one on one but she is good to sit back and just keep an eye out for any conflict between the two of them. This seems to be working well. Most projects my IND student can handle on her own. She does the best she can and we are proud of her for participating and doing her best. She says she loves coming to class and you can tell that she feels accomplished when a project is complete and loves to share what she has done!
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Amie Hedman Posts: 2
3/18/2023
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Currently the only technology we have in the Art room is the smart board, my laptop, and my cell phone if needed. We do sometimes watch a step by step in how to draw something but most of the time we use the smart board to show examples of the projects we are working on or a video showing how 2 things are related like clay and weathering and erosion. I hope to get some laptops in the lab next year so we can do a photography unit and students can upload their photos to a laptop to edit.
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Jay Garrett Posts: 3
3/21/2023
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As a traveling music teacher, I use a cart with a digital keyboard and amplifier. I teach several students who are hard-of-hearing. We place the students very near to the cart. I turn up the volume on the keyboard and this allows the students to hear the music.
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Jay Garrett Posts: 3
3/21/2023
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When assessing nonverbal students in the music classroom, I often use cards or buttons for students to point to for their answers. For example, I might play the wood block and then show the student two cards, one labeled wood and the other metal. The student has an option to choose between two words to describe the sound. Then I would play a metal can and give the student the option of choosing between two words, metal or wood. Time permitting, I would use buttons with audio recording capability. I would record one button reciting the word Wood and the other button reciting the word Metal. The student would then hear the word as they choose the button.
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Sue Fliss Posts: 4
3/22/2023
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"I had a blind student several years ago who was an inclusion student with gen ed. She had a one-on-one paraprofessional who was with her until she went to middle school. In second grade, I teach my students the musical staff, learning the mnemonics typically taught to remember the lines and space letters. To accommodate this student, we stretched 5 rubber bands on a piece of cardboard creating a raised staff so that she could 'read' the staff with the class and identify her lines and spaces by letter name. She easily learned the mnemonics, so it was just a matter of showing her what the staff looked like using the raised lines."
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Tracy Torrance Posts: 5
3/26/2023
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A former student had difficulty playing the xylophone due to gross motor skill issues. No matter how hard he tried, he couldn’t control the mallets. I tried a few different remedies, but nothing worked. As a last resort, I bought an inexpensive (but good) pair of mallets and cut off three inches. It worked! He was able to hit the bars with more accuracy (for the most part) and it improved his playing posture as well as his attitude in music. Where once he felt frustrated, he felt successful.
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Timothy Dow Posts: 1
3/27/2023
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I teach elementary Violin and a former student had a variety Other Health Disabilities that partly included speech impairment and difficulty with motor skills. Learning in a classroom of other 1st grade violin students, once a week, for 30 minutes was a challenge for them. They had a paraprofessional who would work closely with them each week during class. I also took a planning period to work with him individually to practice basic skills.
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Elizabeth Fortier Posts: 2
3/28/2023
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This year I have a DHH student who wears an assistive device, but the sound of the violin E bothered him. We put a practice mute on so he could continue to hear both my instructions and tolerate the (surprisingly loud) sounds of his instrument. He has gradually adapted to playing without the mute.
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JaNae Robinson Posts: 3
3/28/2023
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I currently have a student that is IND. When the student comes to music their assigned seat is in the front and also next to a peer they work well with. When teaching the content, the student will understand the concept being taught through scaffolding. When playing instruments or using vocals the student typically remembers through repetition.
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Danielle Zier Posts: 3
3/29/2023
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I currently have a student who has a cognitive disability that greatly affects their ability to communicate verbally. However, this student is able to sing and repeat back phrases and words if I put them to music and sing them while I play my ukulele. She enjoys music and her primary teacher says it is one of the few times in the day that she fully participates in lessons and responds with the whole group.
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+1
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Mary Booher Posts: 3
3/30/2023
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I have a student with TBI that has limited motor skills and we have accommodated his percussion playing with shorter mallets or with special grips to encourage the use of both hands. He lights up when he sees his drum and mallets coming. All the students are smiling and enjoying playing the drums together. It is such a joy to watch he and his classmates drumming together.
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+1
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Sherry StPetery Posts: 3
4/10/2023
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I teach two autism ASD groups of students. I have found that they do a great job of it steady beat and movement activities. Routines seem to be the key to success. I do lots of modeling and copy my movements, they love th pose cards. I do ask the students to sing, even though many are non verbal. They do vocal exploration, tossing a large yarn ball into the air. They love this and almost all of them will use their voice and make vocal sounds going up and down when they toss the ball. We also do drumming with iconic notation and echo playing. They are quite successful with this, they have learned to listen for a measure and copy, this took some patience and time, but so worth the time to learn this skill of wait then play. There are students in the class that will engage during this part of the lesson only. We also use may finger puppets with this group of students. The class will make the finger puppet sing, move and talk with other puppets, again exploring vocal sounds i the music. The class has most students singing now. They will also improvise rhythms and echo each others playing. It is a joy to see them grow, but I also am always looking for ways to get them involved more in music class, exploring more instruments and working to get every child engaged during class.
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Crystal Pekoe Posts: 6
4/13/2023
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I have a student with an orthopedic impairment with her left hand. I have taught her for several years and up until now the only thing we had to modify was when playing the Orff instruments. I just modified how she held the mallets. This year we have just started playing Recorders and I have modified this for her. She puts her right hand on top instead of left hand. I am also in the process of reaching out to another colleague who created a device for her student to enable the student to play the recorder with both hands. I am very excited to learn more about this device for my student!
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Lisa Watson Posts: 2
4/17/2023
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During music class my student had a slight hearing impairment. First I met with his speech teacher to review his IEP and to look for accomdations. Before music class I would print the lesson for the day in advance so my student could read what the expections were. If time permitted I would also add colorful steps in pictures to go along with the directions. During music class I would also give him signals or prompts. When I held 2 fingers in the air that was a signal for him to get started. One finger in the air meant began singing. Three fingers in the air meant if you are stuck or having trouble this was now the proper time to see the teacher.
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Lisa Goodson Posts: 3
4/17/2023
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I have had a student in prekindergarten with autism that was almost non verbal. However, singing was her method of expressing and retaining information. The use of music and songs pre-recorded and or composed were extremely helpful in allowing her to interact with others as well as a tool for assessment.
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