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Derrick Blassingame Posts: 2
2/18/2019
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I had a student with ASD with behavorial dysfunction. I built a relationship with the student by identifying his love to play the piano. After listening to his love for animation theme songs, I featured him in my winter concert. His behavior has improved with less interruptions during class. His interest in music has given me a platform to communicate with him in ways others may have problems.
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Jose Eslava Posts: 3
2/20/2019
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I have two students with Autism this year and they were both in my marching band. One of them plays percussion and the other plays Tuba. What I have done that with my percussionist is that we created parts for him that he would feel successful with. The tuba player was placed in between my two strongest students in the Tuba section so that he could ask them questions if he was confused, and he would have two good models to follow.
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Lily Hartzog Posts: 3
2/21/2019
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This year I had a student in chorus with "Other health impairments". She had quite a few physical impairments which made it hard for her to climb stairs in the classroom or on stage, and vision issues which made her need to focus more. She would often scream out in class when others would be talking to loudly. After meeting with her parents, I learned that she had perfect pitch and loved to play the piano. We began using this as a way to help her connect to her classmates. If we had a minute available, we would let her play something for the class. Her favorite thing was to show her perfect pitch ability. I would have her give us our starting pitch for songs, and she would get so excited. When I began using her in these ways, we were able to cut down on outbursts. She really enjoyed being an important part of the classroom.
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Jonathan Peters Posts: 3
2/21/2019
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I currently have a Visually Impaired student. This student's vision has progressively worsened over the 2 year period that she has been in my band class. This student participates in all aspects of our program from Concert Band to Jazz Band to Marching Band. We have accommodated this student by enlarging the music she is given. For marching band, we had another student guide this student to their spots while the student performed the music that was memorized.
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Jose Eslava Posts: 3
2/22/2019
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I have several students with disabilities. I have had my admin help me purchase some student accounts to Teoria.com so that I can give my students some online technology assignments to help them learn to be better readers.
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Jose Eslava Posts: 3
2/22/2019
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Administrators can help provide technology (Such as tablets) to help students with learning disabilities in music classes. Administrators can also help with providing an ESE co-teacher to assist the main teacher. With adaptive assessment, teachers can use tools such as smart music or charms recording studio to give students assignments. The students can record and teachers can give feedback. The Students with disabilities could redo their tests as the unit is happening so they get more opportunities to improve on their skills.
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Sarah O'Kelly Posts: 4
2/25/2019
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I had a chorus student with hearing impairment. The impairment could make verbal directions difficult to hear as well as the ability to learn by rote. Preferential seating was extremely important to this student's success. They were placed as close to me as possible with the ear that could hear better positioned toward me. A partner system was also put in place where this student had a peer they were comfortable with sit next to them in order to ask questions about what was said since they were shy about raising their hand to ask for anything to be repeated. Practice recordings were made available for this student to use with ear buds that assisted in learning their part.
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Martha Leander Posts: 3
3/4/2019
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I had a cello player with a hearing impairment. This made it extremely difficult for her to play her cello in tune. I used many visual cues for her on her instrument and music. We had stripes on her fingerboard and practiced very often together on where to visually place her fingers. we also used electronic tuners, so she could see the green light when she was in tune. This created muscle memory to help her know where to put her fingers. I used Peer teaching, where she did some of these activities with others in her cello section. They would help her fix the tonality that she could not hear. This was a very positive experience for all involved. We also marked her music in spots that were especially difficult to stay in tune.
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Jessica Gronberg Posts: 3
3/5/2019
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I have a student who is considered high functioning Autistic. I have had him as a student for the last six years in a 6-12 program. In that time, I have seen huge growth and interest but there have been a few strategies along the way that have been quite successful. As a 6th grader, he was incredibly inquisitive, so both the guidance counselor and I devised a ticket system, where he was allowed to ask 3 questions per class period , presenting me a ticket each time. Modeling and singing his part as a percussionist has been incredibly helpful as well as working one-on-one. He also has something in the classroom in case he chooses to or has a need for a fidget.
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Dan Wooten Posts: 2
3/11/2019
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We have had students with mild autism in our ensembles over the years. We always give them the same material for classroom participation however, when assessing these students we always gave them a shorter, less complicated audition etude. We tried to include a concept that we wanted them to spend many repetitions on. (as they will typically be very open to doing things many times over)
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Raymond Lay Posts: 3
3/11/2019
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I was teaching a non-verbal boy with Cerebral Palsy in my Exploring Music Class. He is an incredible young man, but he was not able to participate in most of the activities in the class. However, he is very proficient with the school I-Pads and other technology. So I was able to create different lessons and activities for him that still taught him the standards we were learning. The school did a feature on him and he said that music was his favorite class. Not to mention he was able to create some very beautiful pieces of original music, while showing me a few new things on the I-Pad.
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Matthew Clear Posts: 3
3/14/2019
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When assessing a student with an intellectual disability (IND), I successfully accommodated an assessment which asked students to sing back an answer using quarter notes on sol and mi. When students responded, they were to choose a two syllable word (quarter notes) and sing their answer on sol and mi. Instead of the student singing back their answer, he was able to speak the answer in rhythm which demonstrated mastery of the rhythmic portion of the assessment.
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Patricia Stoudt Posts: 2
3/19/2019
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I had a young man who was high-functioning autistic in my high school chorus. He was exceptionally musical, had a beautiful voice, and sight-read all of the music we learned. He had a problem understanding how to blend the volume of his voice into the ensemble. We developed some signal words and non-verbal cues to signal when he was singing too loudly. He not only had a very successful year in choir, but he also had a solo in his senior year spring concert.
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L F Posts: 3
3/20/2019
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I had a student with a behavioral disorder. I moved his seat to the front of the room, which offered fewer distractions.
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Ashley Huffman Posts: 3
3/20/2019
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I've had several students who struggle with different disabilities. For my visually impaired student I had to copy all of her music to extremely large print. For more complicated pieces I had to rewrite the parts to be more simple and easy to read. For my students with behavior disabilities it is always a mixture of physical activities, constant switching in pace or assignments and keeping the expectations fair and consistent. Proximity control also helps. And sometimes just letting them roam in the back of the class or having a moment in the hallway to gather their thoughts tends to help too. Each student is unique and sometimes requires their own lesson plan for them to become successful.
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Miranda Stewart Posts: 3
3/22/2019
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Two years ago I had a student who started the year with me healthy and full of energy and by December had missed weeks of school and no one knew why. I finally got a hold of mom and the situation was completely devastating and confusing. Apparently the student went in for some kind of vaccine and a couple weeks later kept falling. Mom and daughter laughed it off thinking it was just middle school clumsiness, but it only got worse. They finally took her in to see the doctor after she complained about the loss of feeling in her lower extremities. Long story short, her body reacted in such a way to that injection that now she was experiencing nerve loss from her feet to upper thighs and her entire arms. She would have to go through full body transfusions and physical therapy but there was a happy ending. People who have experienced this were able to walk again. But at the moment, this student would need to be in a wheel chair for the foreseeable future.
When mom explained all of this I asked if she would be coming back to school. Mom very quickly said that her daughter was steadfast in the fact that she would be at school as much as she could physically handle. I was so ecstatic to know she would continue singing with me. But this brought many difficulties to the table that I had never gone through.
Singing requires full body support, especially from muscles and this student really struggled controlling all of these things now due to the inability to control much. She would also be sitting for everything: concerts, rehearsals, shows (she was in the show choir) and I needed to think of ways that wouldn't leave her out or make her feel isolated because of her wheelchair. One thing that stuck with me from earlier on in life was a video that made the rounds when I was in high school of a choir singing and the student in the wheelchair on stage, but all the way over to the right away from the rest of the ensemble. He practically looked like he wasn't in the group.
I remember feeling outrage at that director for not accommodating that student in a way that allowed the student and audience to overlook the wheelchair because of the physical set up on the stage/standing formation failed to provide an equitable environment. Now having a student who would not only need wheelchair access at any performance but inclusion with the ensemble while singing was something I needed to think through thoroughly.
The first thing we did was assigned multiple students in the ensemble with making sure the student had help getting wherever she needed to go. I was lucky to have 4 or 5 students jump at the opportunity to help out. The next obstacle was standing formations when singing. I decided to ditch risers because that made it so much harder to have any kind of chair/wheelchair feel apart of the group. Having the students stand just on the floor allowed this student to be right next to her fellow singers and not off by herself. The final major obstacle was dancing. And this one actually worked itself out way easier than I thought it would. Each girl had a boy partner. So I asked her partner if he would be willing to still dance with her but could think of ways to modify the choreography to fit both of their needs. He was so excited to do this that he came to school the next day and already had the entire dance mapped out. Everything was so natural and they ended up completely stealing the spotlight from the rest of the group because of how much fun they were having together.
I learned so much that year from my students it was one of my most memorable years teaching I've ever had. I wish I had an entire classroom of students like this student who overcame so much in some of the most difficult years growing up.
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John Rosbottom Posts: 1
3/23/2019
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I currently have a band student with Tourette’s Syndrome. Aside from vocal tics he is a high functioning tenor sax player. The biggest challenge is the disruption to the class during the brief tic episodes. In anticipation of this challenge, the student, parent, and guidance counselor agreed it was best for the student to explain the situation to the class with the assistance of the counselor. This student moved into our school this year after several unpleasant experiences at other schools. Once the student, and teacher, understood what to expect, the outbursts have been handled very well. Usually, we go on with what we are doing and it subsides quickly. We are fortunate that the student never has outbursts while we are playing. They usually occur if I am working with another section. We have found that if he fingers through his music while I am working elsewhere it keeps the tics to a minimum.
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Amy Clark Posts: 3
3/25/2019
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I currently have a student with dyslexia. This has affected his ability to ready music. I do not allow the students to write in note names after a certain amount of time. For this student, however, I do allow it. I know that if he can write it in, he can read it - just at his own pace.
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Charlotte Walters 2 Posts: 4
3/25/2019
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I have had a student with dyslexia. I would provide additional worksheets and notes about music home with her so she could review them with her family at home. I would also read the tests out loud and she would just verbally tell me the answer. I also gave her extended time to complete assignments and tests.
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STEPHEN morsher Posts: 1
3/25/2019
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I had a student who was completely deaf. We worked on vibrations and using sign language we were able to cover the basic fundamentals of what the music "felt" like, rather than being able to hear what we were doing.
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