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Marissa Kotzin Posts: 3
12/19/2019
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I had a young lady in my high school beginning band whose right hand fingers were underdeveloped and her height was stunted-- during fittings she struggled to produce a buzz on brass mouthpieces but was incredibly adept at reading notes and rhythms- we placed her on percussion as she was able to maintain a good grip on the mallets and snare sticks and she quickly became one of our best musicians.
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Christina Aldahondo Posts: 2
12/27/2019
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I had a student with autism who struggled multitasking. This student was struggling to read music and make understanding between the note movement and finger movements on the instrument. I decided to take the instrument away and go back to just note reading and focus on that one task. I took the student aside to reiterate the placement of the notes on the staff and how we name them. I pulled up musictheory.net on their chromebook and let them do the lesson on note reading and then created a customized assignment for the student. After a few days of practice with this website, the student eventually was able to read notes at 100% accuracy and pretty quickly. I was then able to give the student the instrument again and connect their knowledge of notes to how they work on the instrument.
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Tyler Odom Posts: 3
12/28/2019
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I had a student in piano class with autism, who struggled with controlling his emotions or dealing with loud sounds. We had 11 keyboards, each with two students all making sound at once most of the time. I allowed this student to sit by himself, and use headphones block the noise of others. I would also allow him to get up and walk into the hallway when he was being overwhelmed by his emotions.
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stephen cornelius Posts: 3
12/28/2019
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I taught a student in guitar class with a visual impairment. We copied the music in the largest print we could find.
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Tyler Odom Posts: 3
12/30/2019
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Differentiation could be used to simplify music for a student with an intellectual disability and still have them be able to contribute to the ensembles success. Grouping practices, peer partners could be used to pair a student with ADHD with a highly organized student who can help the other maintain focus, or catch them up when they do lose focus.
A student with a language disability was given a laptop to aid them with written and verbal responses.
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Tyler Odom Posts: 3
12/30/2019
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In music theory, a student with mild hearing impairment was given a paper with prompts on it for listening assignments, when most students were just asked to write on a sheet of notebook paper given prompts verbally from me.
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Ian Ackroyd Posts: 3
1/6/2020
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I have a physically and developmentally disabled student who has taken beginning band with me twice. The student has hearing disabilities and growth disabilities. The growth disabilities include her hands being smaller than average. She has chosen to learn 2 different instruments during her time in band. Because of her hearing disabilities, I have her seating in the front area of the classroom regardless of the instrument she has selected to learn. The first instrument was clarinet. Her hand size sometimes made it difficult to reach all the keys, so she would play what she was able. Her fingers also hand difficulty closing the wholes all of the way, so we found a closed hole clarinet for her to use. This student had a blast playing clarinet and produced a wonderful and rich sound.
The second instrument the student selected was trumpet. By now, this student was in eighth grade and had grown a bit. With trumpet, she was able to easily reach the valves and produces a lovely sound on the instrument.
I enjoy having this student in my program and look forward to watching her succeed in her musical adventures.
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Meghan Victoria Doyle Posts: 3
1/20/2020
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I have a student who transferred into my beginning band 2 months ago, with significant reading impairments. She could not read music on the staff, and translate that into fingerings for her euphonium. We sat down together and developed a color coding system for the different fingerings and another for what partial she needs to play on. This has significantly helped her, and now she brings her instrument home every day to practice.
Administrator wrote:
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.
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Kevin Prina Posts: 3
1/22/2020
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My second year, I had a student enter my keyboard class with her twin sister. At first she was hunched over and looked around uncomfortably. I figured that she did not choose the class. It was then that I noticed that she was holding her left hand in her right. When I sent them to the keyboards to play I noticed that she did not have a left hand. One can see how this disability would effect her experience in a keyboard class. So, when I walked around to assess what each student knew, I quietly let her know she would only be assessed on the right hand, so she was no longer self conscious. We also did a few duets where each student played one of the hands and 2 quartets where each student played one of the SATB lines.
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Trevor Hayes Posts: 3
2/9/2020
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I have a student with an OHI which can result in seizures. We worked closely with the student's parents and doctors to create a policy to follow during class and rehearsals and procedures in the event a seizure did occur.
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Angel Colon Posts: 3
3/3/2020
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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 a student in my class now that has a really tough time with retention of new information and what we are learning in the class. Due to this, she has a hard time memorizing the pitches to the songs and remembering the words that connect to those pitches are even more difficult. She has to have her octavo for as long as possible while her peers can sing without them when we are days before a concert.
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Andrew Lopez Posts: 3
3/16/2020
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I have a student in my jazz band who plays guitar. Unfortunately, he was not a band student prior to joining jazz band so he does not know how to read traditional nomenclature to getting him to participate was a challenge. On top of that, he has a slight hearing disability, so learning chords by ear without music made his hurdles even higher. We had to rely solely on tabs chord charts and his basic reading skills to get him up to snuff. It took about 2 years, but he is now one of our strongest musicians in the band and can play even professional performances. He's memorized the chords by feel instead of sound and can sight-read many charts we read as a band with great accuracy. Great success story.
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Sean Dyke Posts: 3
3/17/2020
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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.
I had a student who was on the Autism Spectrum and had a difficult time with remembering note values. This student liked cars, so I taught the ensemble rhythms through automobiles:
Mnemonic Device:
quarters= ford
two eighths= honda (or tesla)
4 sixteenths= mitsubishi
2 16ths & 8th= chevrolet
8th & 2 16ths= toyota
etc.
The student was better at reading rhythms. The ensemble was better as well. And it was a fresh approach to rhythmic reading.
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Kevin Albright Posts: 3
3/24/2020
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I had a group of three self-contained students enroll and participate in a Men's choir with the assistance of an IA. With the IA's guidance, I setup peer mentors to greet and build the day-to-day relationships to assist and encourage them throughout the year. These boys participated in all activities, requiring access points to benchmarks. All the students in that class grew and benefited from the engagement and grew to be champions for these individuals in and out of class. With their parents' support, I would send home reinforcing recordings, periodically, of music selections and sections. We took extra time to worked on social skills and concert etiquette to enter and exit the stage. As a result of these efforts, all three students were successful at participating in our school concerts. Their parents couldn't have been more proud.
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Mitchell Bouington Posts: 3
3/30/2020
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I had a student with autism who wanted to play trumpet. I was not sure it would a good match for her but I have had other players with similar disorders which became successful with their playing, so we gave it a shot. Her first year she just did not see very much progress at all. However, she did not give up and neither did I. With the support of other band members and trying different strategies to help her(such as individual lessons from myself and help from her peers), she finally started to see success. After she realized that she could do it, she became a wonderful player and even made it to 1st chair.
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Jacqueline Byl Posts: 3
3/30/2020
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A few years ago, I had a student with a skeletal disability involving his right shoulder. He was a guitar player and could only raise his left arm over the instrument. I do not typically offer left-handed guitars to students who are left handed. However, that was the only way this student could play. So, I reversed the bridge and strings to convert a right-handed guitar into a left handed instrument. All instruction regarding fingerings and chords for this student were offered to him as a reverse image of what the other students received. His learning was by no means diminished once we were able to customize the instrument for him.
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Kelsie McCay Posts: 5
4/1/2020
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A few years ago I taught a student with an Orthopedic disability in her right hand and also had Cleft Palate. Even with some reconstructive surgeries she had difficulty being able to hold a play certain instruments. She wanted to play trumpet, but the mouthpiece was too small and she couldn't press down the valves with her right fingers. I suggested that she try out Trombone. The mouthpiece is much larger, helping her be able to create a more consistent buzz and it has a slide instead of valves so she could easily move the slide with her right hand. She was a very hardworking and determined student and became an absolutely incredible trombone player. She participated in numerous honor bands, solo and ensemble events, and was section leader in her high school band! She is graduating from high school this year and will be pursing a career in music in her college endeavors!
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Kelsie McCay Posts: 5
4/1/2020
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Meghan Victoria Doyle wrote:
I have a student who transferred into my beginning band 2 months ago, with significant reading impairments. She could not read music on the staff, and translate that into fingerings for her euphonium. We sat down together and developed a color coding system for the different fingerings and another for what partial she needs to play on. This has significantly helped her, and now she brings her instrument home every day to practice.
This is a great system! Thank you for sharing! I am definitely going to remember this system if I need it for the future.
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Kelsie McCay Posts: 5
4/1/2020
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Sean Dyke wrote:
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.
I had a student who was on the Autism Spectrum and had a difficult time with remembering note values. This student liked cars, so I taught the ensemble rhythms through automobiles:
Mnemonic Device:
quarters= ford
two eighths= honda (or tesla)
4 sixteenths= mitsubishi
2 16ths & 8th= chevrolet
8th & 2 16ths= toyota
etc.
The student was better at reading rhythms. The ensemble was better as well. And it was a fresh approach to rhythmic reading.
This is wonderful! I love how you made this relatable to the student's personal interests. I am definitely going to keep this tucked away in my tool box for future use if I need it! Thank you for sharing!
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Kristina Orsini Posts: 3
4/9/2020
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Last year, we had a beginning band class filled predominantly with 9th grade students. I had one young lady that struggled with social interactions and learning; I was one of the only classes outside of her ESE unit. After trying instruments for best sound production, she did well with clarinet. I sat her closer to me, next to a consistent peer, and supplemented a "cheat sheet" fingering chart guide to keep out while we went through the beginning book; clarinet is my primary instrument so I was also able to model and assist one-on-one as needed. We worked on using appropriate language and discussed de-escalation ideas when peers made her upset. I spoke to her gently but firmly on what was and was not allowed/tolerated. She always asked to come to my class throughout the day, often used as an incentive, and even visits me this year. We make a big impact on our students even past the content.
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