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Michael Dye Posts: 3
5/8/2020
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Describe at least one way you have used technology to meet the needs of a student with a disability in you classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I have consistently used two very effective online tools to teach all of my student to improve their sight-read, ear-training, and music theory skills, (Sight Reading Factory) and musictheory.net. I have found that both sites are quite effective in increasing skills and understanding in children with disabilities in my classroom. Using a smart phone, lap or desktop computer, or a tablet, any student with internet access can access the sites. Sight or hearing impaired students have the opportunity to adjust volume and/or screen resolutions to be better accommodated and therefore less restricted by their disability when using their devices for group or private study. Tempos can be set to a slower setting to allow student with processing and comprehension disabilities more time to successfully perform the exercises. Working with peers in the classroom, small-group or individual practice can be tailored to accommodate a student's vocal and hearing range in both musictheory.net and SR Factor. I have purchased individual accounts for every student to access SR Factor as will so they can readily access that site as easily as they can assess musictheory.net. I have presented in class tutorials using a quality sound system and overhead projector. I have also allowed for peer student-mentoring so that students are able to work together to learn how to set control levels for musictheory.net drills and subsequently perform the exercises or do the drills in small groups. These drills include both theory and ear-training. So a student can study and learn at home at his/her own pace using automated lessons for key signatures, time signatures, note values, scales. They can then test their skills with drills for musical intervals, chord quality recognition, and scale identification, set by the student for the appropriate difficulty level. When students come back to class for theory and sight-reading practice in a group setting, I can visually assess the level of comprehension and, if necessary, adjust levels of instruction for both the class and the individual. I can also assign struggling students to outside-the-classroom peer groups or work with the individually with the student-musician. This even better allows me and peer group leaders to determine what is need to improve both the success of the student and the instruction needed to better serve students.
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Michael Dye Posts: 3
5/8/2020
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Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
When assessing a child with a sight disability, I have administered assessments that were made up of multiple choice, essay, or short answer questions, I have orally administered the exam to the student, modifying parts or all of the exam to better help the student convey his/her knowledge of the content taught. These modifications would be as simple as reading the possible answers for multiple choice questions, to describing a key signature and having the student identify the major and relative minor key. I have also had tests and music scores converted into braille (a local church musician had extensive experience and knowledge of braille).
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Keitha Bledsoe Posts: 2
5/12/2020
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I had a student in 6th grade chorus with cerebral palsy and autism. He loved chorus, and had a very nice voice, but would become extremely anxious during class. I provided a least restrictive environment setting for him (with obvious guidelines for his safety and those of his classmates), and when he would begin to feel stressed he was allowed to to move around the room. The caveat was that he had to always keep his focus on the instruction, and if we were singing, he would have to continue participating. As he became more comfortable with the environment, he would come back and sit in his chair for the duration of the class. The other students quickly learned to remain focused and were at ease with his movement. Little by little the frequency of his pacing decreased, but he always knew he had this as a coping mechanism. He went on to sing in my advanced ensemble as an 8th grader, and is graduating this year having participated in chorus all 4 years of high school.
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Jennifer Burrows Posts: 2
5/12/2020
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I had a set of twins that were both visually impaired. In class, they were placed front and center, with the best visibility in the room. In addition, they were given permission to move to the front of the class whenever we were using the board/overhead. They both joined band and we ordered the band book in as large a print as they could make. In addition, I gave them Cd's of the music to listen to so that they could practice by ear as well. They both were able to be successful.
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Daniel Burrows Posts: 1
5/13/2020
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I have worked with several students with disabilities over the years. I have worked with IND students who could not read at the kindergarten level who could follow along and play both the piano and the guitar. I have used programs like Simply piano and 4 chords and I have been amazed at how well some of these students were able to track along and play the correct chords. I have also modified instruments to accommodate students with physical dexterity challenges. I have learned not to assume that a student can not do something musically just because they struggle with other academics. If they are given the opportunity often times they will really surprise you with their talents and what they can do. I currently have an IND student who I truly believe if he was able to receive private piano lessons could make a living playing. He learns piano very quickly and has dexterity that rivals or surpasses my own. He truly amazes me!
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Will Whitehead Posts: 1
5/24/2020
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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.
This past school year, I taught a student with an intellectual disability and problems related to fine motor control. This student could hold the violin and bow and bow open strings with little difficulty. However, she had great trouble fingering strings, following along with written notation, and hearing intonation. Generally, she could feel pulse and follow along with a beat, so our solution most of the time was for her to bow rhythms on open strings that fit the general harmony of the music at any given time.
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Bennie Leverett Posts: 3
5/25/2020
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A few years ago I had a student with a processing disability that was related to his autism. While the student loved music so much he could hear something just once he could play it by ear. While this was a strength of his I knew hid music reading still where vastly deficient. I knew that he could develop a more concrete understanding of the music he was hearing if he could learn to recognize the notes on the page. I utilized a music website called "MusicTheory.net". There I crafted practice drills that allowed us to focus on the need of his ability to recognize notations on the music staff. His recognition proficiency jumped! Not only was he able to practice anywhere via cell phone, laptop,tablet, desk top, he also would receive audio feedback that played the pitch of the note if the answer was correct. Once he showed mastery of one level, I would make increasingly difficult. By then end of the 1st semester, he was reading note names faster than many of the band members.
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Chad Robbins Posts: 3
5/27/2020
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I have a student in my concert band classroom that has autism and is also hyperactive. Because of this, he struggled to stay on task during class - for example; he needed steady prompts to count his rests, reminders when it was time to play, encouragement on a daily basis. Whenever students would retrieve or put up their equipment he would often try to skip back and forth holding his instrument, which was very expensive, and would need reminders of appropriate behavior as well as how much his instrument cost. in addition, he would sometimes blurt out in class which again required reminders about appropriate procedures when having questions. With time and reminding he has grown to be a very successful member of our program!
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gamegoldfast Posts: 3
5/28/2020
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Emily Mahlmann Posts: 2
6/4/2020
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In one chorus class I had 2 EBD students, a student with autism, and a student who was hard of hearing in one ear but no hearing aid. Each had their own challenges but also their strengths. I built a relationship with one of my students with behavioral challenges by accident and necessity. If his assigned seat was anywhere else in the room he would get off-task and bring 9 people off-task with him. I assigned his seat to be directly in front of me and when I saw his attention waning or his fidgeting getting distracting for others, I could give him a small reminder that didn't embarrass him in front of the class. Thankfully he responded positively and not with opposition. When reminders didn't work, I asked him to move his seat to one of our vacation spots just a few feet away from other students so he was still part of the activity but not tempted by peers immediately around him. After a while he would notice when he was distracting or other people would bother him and would ask if he could go to one of the vacation spots. He did very well with his grades with these reminders and his self advocating.
My student who was hard of hearing is also a terrific singer. The classroom change for him was most likely the simplest to implement. He is only hard of hearing in one ear, so his assigned seat and all the rest of the boy's section was moved so his good ear was positioned toward me, and he sat in front. I made sure I slightly exaggerated my lips as I spoke important points or when the rest of the room was working and I was speaking to just him.
My student with autism was enthusiastic but just needed reminders to stay on task, gentle wake up reminders as she curled up to sleep, or given an opportunity to demonstrate a concept in a different way. The biggest challenges were some other students mimicking her flapping hand movements. I tried to educate and set up buddy situations for empathy, but we didn't overcome this bullying.
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Zachary Bunnens Posts: 3
6/8/2020
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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 had a student in one of my concert band classes that was non-verbal. He was very polite, and was excited to be in the class, he just never spoke. Because of this, I knew he would struggle being on a wind instrument and thought he would enjoy being in the percussion section. I gave him a pair of drum sticks and let him start on a practice pad. I was able to pair him up with another percussionist and they went over some simple rhythms, and by the end of the first week he was able to play simple quarter note rhythms. In this instance, I don't think his disability really affected his learning, he already had all the tools necessary to be successful, I just tried to put him in the best situation for him. He was just happy to be in the class and creating/listening to music, and I was glad to see how he lit up when he arrived in my classroom. Unfortunately soon thereafter COVID-19 shut everything down and I won't see him again because I am moving schools.
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Steven J Bossert Posts: 3
6/11/2020
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I had a student who wanted to play violin in orchestra several years ago. Her middle and ring finger were fused together so she only had her thumb and 2 functioning fingers on her left hand. I restrung a violin so instead of using her left hand for the violin and right hand for the bow, she reversed it. I did have to be a little creative on seating in the ensemble as she was opposite of the others in the section. This just took a little more space between her and her stand partner. She ended up doing very well in orchestra and was a great asset to the class!
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Megan Richardson Posts: 3
6/17/2020
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I had a student in my choir last year with autism. He was a really sweet student and highly motivated through music. Occasionally, he would yell out really loud or even yell at myself or a student. In those moments, we had to create a safe and warm atmosphere, where he was comfortable. His peers were aware of this and were all super supportive. He also would get overwhelmed by new subject matters, specifically in music theory. I would created a multi-tiered lesson and have special accommodations in place for the written work and delivering the material to the class. I also used mnemonics with him as well as all students to aid in the memorization of key signatures and other music theory pieces.
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Emily Mahlmann Posts: 2
6/24/2020
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Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
I plan on using centers next year as ways to review practice skills learned, to increase motivation, and to allow me to work with small groups. A student with a disability can benefit from centers by solidifying a concept in new way (visual, auditory, kinesthetic), and gives me an opportunity to scaffold the groups that need it.
I also plan on using cubed activities for tiered activities. Even if everyone gets the same list of 6 activities increasing in level of thinking based on Marzano's taxonomy, I can highlight one of those based on that student's readiness to learn, and they can pick 2 others; or I can highlight an activity for each student based on their level on the topic, they can work in a group and roll a dice for a second activity, and they can choose a third activity to work on their own.
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sarah.harris Posts: 3
7/9/2020
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I had a student with autism in guitar class. He struggled with communication and was easily distracted. He was given a laptop to help with communication but I found it to be more of a distraction since much of the learning in guitar class was listening and watching and then trying themselves (not textbook/reading based like many other classes). After moving him to the front of the classroom to lessen distractions and putting him near a student buddy (IEP calls for working on social interactions through group and partner work), he was much more successful. I also found that when he was given one-on-one teaching, he learned very quickly and was able to progress ahead of other students despite his disability. During work times, the student would need redirecting to be on-task but was always polite.
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Andre Dubas Posts: 3
8/7/2020
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I had a young pianist in my "Intro to Music" class this past year. He is extremely high on the autism spectrum. While he has trouble doing some basic things that most students do with ease, he is quite smart, and a very capable pianist. His social interactions and verbal responses are tortured, but his understanding and writing skills are good. A direct question to him in class will not elicit a response - he needs time to process. However, he will come back the next day with a neatly typed out response that is very detailed! In terms of piano playing, he can play moderate level literature quite well, but will occasionally develop a bad habit. These are very hard to break, but, once he truly understands the issue, he will work very diligently to do so. Simple repetition and modelling seem to be the path to success here. One of the topics we cover is audience and performer recital etiquette at recitals (which we have once per month). Simply knowing when it is his turn to play, how to walk on stage, when to start playing were all things that took drilling. A solution that worked well was to have a "buddy" alongside him to help him with what he should do next. In my class we made a pretty big deal of when and how to applaud after each performance. He took this to heart! When he would finish, he would stand up and applaud himself!
Still working on this one! Patience, repetition, and the buddy system seem to be keys to success.
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Christine Barrette Posts: 4
8/10/2020
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I am a vocal director at a local middle school. I recently discovered a student of mine is hard of hearing. There was no IEP, no information provided by the family, and no word from any other teachers. This particular student struggled to match pitch when singing solo but sang out and blended in well within the choir. She was eager to audition for solos but struggled performing with accompaniment once she was on her own. Alone, her pitch would swing wildly above and below the intended pitch but she almost always stayed in tune when singing with her alto section. I decided she wasn't tone deaf, she just needed some one-on-one instruction. In a tutoring session I faced her, sang short phrases, and asked her to sing them back to me. As she got the hang of our exercise I lengthened the phrases. We worked on tongue placement, breathing, and articulation. Her tone improved drastically but her pitch did not improve as quickly. Every time I sang a new phrase she tilted her head to the right and stared at me intently. It suddenly struck me. She was leaning in every time I sang or spoke! I asked her if there was a particular reason she was doing this and she shared with me that she was hard of hearing due to an illness in infancy. This changed everything. I usually play a soloist's accompaniment softly in the background while I work with them so that I can hear their voice clearly above the music. She could not hear her accompaniment and therefore could not sing in the correct key. I started placing her strategically closer to the piano and the stereo. Whenever she performed solo I raised the volume of the music during the intro and lowered it slightly once she got her pitch and began singing. Her performances changed drastically and she was much happier.
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Christine Barrette Posts: 4
8/11/2020
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Describe how two of the strategies discussed could potentially be implemented in your classroom. Be sure to identify the two strategies by name and describe how they could be used to address the needs of a student with a disability.
I use graphic organizers to teach note values at the start of the school year. The thinking map I use is a brace/whole-part map with the whole note at the top and sixteenth notes at the bottom. I also use pneumonic devises to help students memorize the note names of the lines and spaces of the treble and bass clef. My students especially like Fat Cats Get Drowsy After Eating Birds, the pneumonic device we use for memorizing the order of sharps. I allow the students to write their own and share their favorites so from time to time students would use their own creations more than the ones I would provide.
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Andre Dubas Posts: 3
8/12/2020
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In the case of an autistic student who understands verbal instruction but needs much more time to process it and respond, you could have him use technology such as an IPAD or phone to record your lesson, then take it home and work on it at his/her pace.
In addition (I'm thinking of one such student who loved using colored pencils) he could use his colored pencils to make cornell notes or diagrams of your lesson.
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Stephanie Hall Posts: 1
9/10/2020
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Think of a fine arts student with a disability you have now or in the past. Review the Assessment Accommodations Checklist and select two options that could potentially benefit this student in assessing his or her fine arts learning. Discuss how they would benefit the student.
I had a student in the past that had a difficult time reading. I was able to help read the directions to the student to make sure they understood what was being asked. This helped the student to be able to complete the assessment, without the confusion of what was being asked. Another option I have used is to privide special lighting. I had a student who would get migranes when the lights were fully on. I was able to shut off the lights near the child, and instead, allow more natural light to enter the room. This helped the student to be able to focus, without getting a headache. It also helped the student to focus better since they felt more comfortable.
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