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John LaSpina Posts: 2
9/27/2020
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I had a student in the past year who was visually impaired. We were using the Lenovo laptops to read articles about our music activity. She complained that she could not see the tiny, tiny print on the screen even when we enlarged it on the screen. So, I found a very large extended screen and mirrored her laptop using an HDMI cable. I sat her at a larger desk to accommodate this extra equipment and placed the large screen in front of her so she could see it clearly as she was reading and typing responses. I even enlarged the font on that screen, and that did the trick. This student was able to continue her work and keep up with the rest of the class and not fall behind. It only took a small piece of peripheral equipment to make the playing field even for her.
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John J. LaSpina
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Erin Boone Posts: 2
10/22/2020
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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.
Right now I have a deaf/hearing-impaired student in my middle school chorus class. He is able to complete the theory packets we go over in class when discussing written theory. We have not begun sight-singing or aural theory yet, so I am not sure how we will handle that. He has an interpreter and hears very little. When we are doing vocal warm-ups and are singing songs, he signs along the words and sounds with the class in rhythm.
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Michael Zelenak Posts: 3
11/18/2020
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I had a student with an Intellectual Disability (Down Syndrome) in my high school choral class. She loved to sing, but unfortunately could not match pitch. To accommodate her disability, I placed her between strong singers and asked her to listen to them as she sang. I also instructed her to use humming as a way to practice pitch matching. The student's parents were very interested in her development as a singer and I provided them with practice recordings that she could use at home. Overtime, I saw some improvement in the student's ability to match pitch, but when she got excited she would lose control of her pitch. The other students appreciated her enthusiasm for singing even though her performances were not perfect.
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Douglas Matthews Posts: 1
11/23/2020
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I had a visually impaired piano student several years ago. His visual impairment made reading music very difficult as he would have to get very close to the notation in order to see it. We enlarged the music and I made audio recordings of the material he was working on allowing him to listen and follow along in the music before trying to play it on the instrument itself. It worked and he was able to successfully complete the tasks that were assigned.
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Brian Rorer Posts: 3
11/29/2020
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I have encountered students that are non-pitch matchers/Amusia. This can be exceptionally challenging depending on the size of the class and where the class is taking place. Due to the COVID pandemic, it has forced many of the stronger students that I have put around struggling students at home. Since we are also singing outside, it makes it even more challenging for the non-pitch matchers to hear and listen to students around them.
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Anita Bloom Posts: 2
11/29/2020
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I had a student with delayed language abilities. This affected learning in that the student could not easily ask questions and that could impact frustration levels. It also changed the way the student was asked to share her work and reflect. I found very detailed visual steps for her to check on and providing the possibility to present using both language and pointing in response to questions was very helpful in increasing her expressive input.
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Jannifer Moses Posts: 5
12/9/2020
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I currently have a student that has been diagnosed with dyslexia. She initially had an extremely hard time tackling rhythms, especially on her own. Early on in the school year, I noticed the she couldn't keep up and the frustration. However, I didn't really understand the issue. About a week later I received notice of her disability and knew I had to work quickly to keep her motivated and engaged. I collaborated and did a little research. Thankfully, I was able to find some techniques and resources to assist. As a result, to accommodate and try to avoid embarrassment (which totally shuts her down), I provide many listening opportunities for her prior to the need to perform the patterns. Also, singing the rhythm and, sometimes, drawing it out with her before she ever actually sees the music. She has really excelled and improved quite a bit. Now, often, she can figure out simple rhythms without my assistance using her new found listening skills. I am very happy that she is proud of her accomplishments and is really enjoying her experience(s) in band.
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Jannifer Moses Posts: 5
12/9/2020
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I am sure she feels really cool being able to keep up with the other students now. Glad you could find a way to make sure her disability wasn't highlighted and she has the same opportunities as all other band members. Good job!Jennifer Haber wrote:
I currently have a student with a visual impairment. I have enlarged all of the music on a photocopier to help her see. I also allow her to sit by herself instead of with a stand partner so that she can pull up the stand as close as possible to her. I have also made mp3 recordings for her to take home so that she can play along with them when practicing.
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Janani Shanmuga Posts: 3
12/21/2020
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During my 5 years so far teaching, I have had many students with various disabilities. One of these students had Spina Bifida. This was during my first year of teaching and putting on performances and concerts was already something that was new to me. I really had to carefully plan out how she would go on an off the stage and have someone to help her get into the position. She was more than willing to stand with the rest of the students during rehearsals in class but sometimes you could tell she was doing it just to not stick out. She wanted to take part in all the movement exercises we did in choir but I had to make modified versions of these or sometimes she had to do them from her seat. It was important for her not to feel left out, I could tell she had issues with that in the past. For the most part she willingly participated in modified versions of activities.
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John Howell Posts: 3
12/30/2020
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I once taught a trumpet student who was visually impaired. I used a copier to enlarge his music whenever possible. He was also seated near the front of the room in order to see anything on the board or screen more easily. He was given additional time to process information when needed. These accommodations enabled him to be successful.
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Christopher Hickey Posts: 3
1/5/2021
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During my internship, four years ago, I had a student on the autism spectrum. He was a wonderfully excited young man who's schedule forced him to be in the beginning treble voice chorus. My cooperating teacher and I worked to create his own part in the music for him to work on when he went on frequent family trips and for individual attention in class. This helped his peers to learn how to sing against other parts and gave him leading role in our concert at the end of the semester.
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Max Cordell Posts: 7
2/10/2021
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I have a student with some slight learning disability in the band She needs to be given extra time to take tests and responds well to compliments. She works harder than some others and has responded well to instruction. It does take her longer to learn any part of complexity and some "one on one" time.
edited by Max Cordell on 5/22/2021
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Max Cordell
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Max Cordell Posts: 7
2/14/2021
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I had a student with a leg injury. I allowed him to play on the sideline in marching band and he was pushed in wheel chair for a parade.
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Max Cordell
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Jannifer Moses Posts: 5
2/24/2021
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I have a student with dyslexia. Of course, he has difficulties with short-term auditory memory. This makes him extremely frustrated and he shuts down. To help him obtain the much needed success, I have to make sure my instruction is not too wordy and not more than two tasks at a time. This strategy makes a huge difference for him and I get more cooperation and positive results.
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Jannifer Moses Posts: 5
2/24/2021
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I use digital manipulatives all the time to supplement instructions. However, I have recently adopted apps like MorphWiz to help students perform in rhythmic framework. Consequently, students in need are able to achieve many of the same goals as others, but on a more individualized platform. In turn, it motivates them to desire the most success on their own. It's a win win for everyone.
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Jannifer Moses Posts: 5
2/24/2021
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When teaching SWD, I find that different softwares are my best friend. I have adapted this assessment method and it seems to work. First, I create different groups: With one group, I circulate and grade the melodies. At some point, I hand out a written test at the end of the unit identifying pitch names and students complete a formal playing exam. With the next group, I circulate and grade the melodies, administer a written test at the end of the unit identifying pitch names. With the last group, I circulate to check progress and use data from computer software. The first two groups will eventually participate in a summative assessment at the end of the unit. However, I find that a gradual approach works best for them.
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Malissa Baker2 Posts: 3
2/25/2021
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At the start of this academic school year we were not permitted to play instruments, sing, or even hum. In order to make music happen I started the class off learning body percussion and learning how to read rhythms. COVID prevented us from sharing materials, so I created PowerPoints for each song/lesson using color codes and through this process learned I had a student who is color blind. I modified my presentations to continue to include colors but also added images of the "actions" students needed to take to perform the song. Honestly I felt horrible that I didn't even think that color coding would be a struggle for some students, but thankfully I was able to provide the visuals the student needed in order to be successful (once the IEP came into my hands).
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Christopher Gugel Posts: 3
2/25/2021
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I had a beginning band student (fifth grade) who had down syndrome. The student had difficulties progressing at the same rate as the rest of the class, and she also had difficulties with all of the multitasking that was involved in learning an instrument. I was fortunate enough to have a high school band student in my classroom during that time who was a perfect candidate to use as a mentor for my beginning band student. This was a unique opportunity to provide a leadership role for my high school student and to also provide extra musical attention to the beginner. I also structured our band schedule around being able to have individual/small group instruction once a week and then full group instruction (with the help of her mentor) the rest of the week. This proved to be highly successful, and the student ended up progressing at around the same rate as the other students.
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Michelle Eggen Posts: 2
3/4/2021
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When I taught chorus years ago, I had a student with severe intellectual, orthopedic, language, and speech impairments - she couldn't speak or walk. She was in a wheelchair and had an aide with her every day in my class. I believe my class was the only time she was outside of the self-contained classroom. The same two students sat next to her every day, talked to her, and would point to where we were in the music. These students really enjoyed getting to know her and did a great job.
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Michelle Eggen Posts: 2
3/4/2021
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Fine Arts educators (choose one):
- 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.
Peer partners works great in the music classroom. When there is a new student or a student who needs extra support, I pair them with a buddy who plays the same instrument. That buddy can show them techniques and be a friend. Mnemonic instruction helps learning new rhythms - "Mis-sis-sip-pi hot-dog", "Down pony, up pony" for bow direction.
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