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Christopher Tredway Posts: 3
6/1/2022
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I had a percussion student with mild-moderate autism this year. He read his music parts well but struggled to visual social cues, or interpret verbal colloquialisms, or interpret instructions that were not stated in a way that he could process. I learned to frequently conduct a visual check on him to see that he understood what we were doing and then to rephrase my instructions with more specificity if he appeared hesitant or lost. Most of the time this worked out fine. Occasionally, I would need to walk over to him while teaching and just point to something specific in order to give him a visual cue that supported the auditory instructions. He was an all-county player this year and is now successfully participating in the high school band.
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Lorie Wacaster Posts: 3
6/2/2022
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I teach a string student with moderate autism who is also a ELL. He reads beautifully and plays with lovely pitch. However he struggles to play with a smooth motions when necessary and staying within the ensemble for tempo, especially in rubato situations. To help him (and EVERYONE) with long smooth bows, as a class we warm up each day with an exercise for long, smooth bows. To help with being aware of the rest of the ensemble, I place him where he has an unobstructed view of me as well as his section leader, so he has two visual points of reference of the tempo to focus as well as listening to the ensemble. It seems to help him stay aware of the group music making and not just focus on his own music making.
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Colin Slavin Posts: 3
6/3/2022
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I had a student that had a visual impairment in my chorus class. I provided large print copies of music and assignments for them and I allowed the to sit in their preferred seat for viewing the board. I also uploaded all of my paper assignments to a google classroom for them so they could have the option to view the assignment on their chromebook or on paper. I tried to give them many options that would allow them to be successful in all of the activities we did.
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Steven Bass Posts: 3
6/13/2022
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In my choir classes, we spend a lot of time using the International Phonetic Alphabet (IPA). I had a student who was diagnosed with dyslexia who struggled with the association of symbols and sounds. My first time introducing IPA to this class, she approached me very concerned that she would not be successful in the class if I were to assess students on IPA. First, it was great that the student did not have a problem with expressing her disability with me. I was able to accommodate her by having a cheat sheet with the different symbols and "sounds like" words. It took her more time to do certain tasks, but she was able to use her recall skills to start learning the specific sounds.
During our vocal warmups, I would use hand motions to represent different vowel sounds, which would then translate to our music. While this was used mostly for this student, all of the students saw the benefit. Also, I would use different color flash cards with the IPA letters and then use the same colors every time I had to write things on my board. The students were able to associate the sounds to different colors.
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Patricia Blakeney Posts: 1
6/15/2022
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I have had several students through the years in my music classes who have had disabilities. I've had students with autism, student with head trauma and even a student with no arms. My student with no arms was able to do most things with her feet that others do with their arms. She was amazing. She was provided with a little foot desk so she could write. She participated in choir full out and I just needed to make sure there was never any bullying happening. Also, with choreography it was important to be intentional about my language in explaining moves especially that included arms and adjusted as many moves as possible to make sure she was included. Also, it was important to form a strong relationship with her so that she knew that I always had her best interests in mind. Also, to build a strong community culture in my classroom of mutual respect between all.
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Elizabeth Dean Posts: 5
6/15/2022
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I had a student this past year with speech impairments. One of the assignments in our Exploring Music class was to write and perform a rap. He wrote lyrics and created his background music just like everyone else, but him performing the rapping portion was optional. He loved drawing and painting, so I let him create his own album cover for his rap. This student wasn't afraid of speaking in front of the class, and his peers were patient with him when he spoke, so I just made sure he had as many opportunities to speak as possible, so he had more opportunities to work on his speech.
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Mackenzie Mowry Posts: 3
6/16/2022
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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."
-Mnemonic Instruction is helpful for many students. In the music classroom, we commonly use mnemonic devices for visual pitch identification and the order of sharps/flats. While some students may be fine with the "traditional" devices, allowing students to create their own devices will likely result in enhanced engagement.
-Tiered Instruction is commonly practiced in most band rooms. Even something as simple as part assignments in a piece of music can provide opportunity for differentiating based on student skill. My favorite example from a music class is helping students explore. After teaching a blues scale, some students are ready to jam while others may just need to practice creating new rhythms for one note at a time.
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Mackenzie Mowry Posts: 3
6/16/2022
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"Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities."
I was able to give a written assessment verbally for a student. They knew and understood the materiel, but the reading and writing were a barrier to their ability to show what they knew.
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Robert Luster Posts: 3
6/16/2022
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I have a student this year that has a learning disability. He processes information at a much slower pace and needs additional help often to achieve his music. He absolutely loves playing piano and its actually fairly good at it. I like to relate a lot of his euphonium playing skills to piano. Once I do that, it seems to click for him quickly and he progresses.
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Andrew Burk Posts: 3
6/16/2022
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Last school year I taught a student with Autism Spectrum Disorder. His autism affected his learning by the way in which stimuli, particularly loud music, affected him. He wore earmuffs to help him process the loud noises in band class. He is a percussionist. He also would interpret some instructions and social situations differently than other students. If the entire class was being modified due to behavior issues, he took it personally as if he was the cause of the issue and would become upset. To modify class for him and help accommodate him, I was careful to not issue group discipline. Additionally, I limited side conversations and playing out of turn by the students to keep the classroom environment calm and organized. This helped him engage fully in class.
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Elliot Arpin Posts: 3
6/22/2022
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I have a student in band that was temporarily physically disabled following a medical procedure. This student was not allowed to lift any object over 5 pounds for several months, which did not allow them to perform on their main instrument. After consulting with the parents and the student, we decided that the best way to continue this student's musical education and involvement was to create parts on an instrument they were able to perform on physically (piano and some percussion), which allowed the student to continue learning and contributing as part of the ensemble.
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Noiree Weaver Posts: 3
6/26/2022
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I taught a student with Autism Spectrum Disorder. She also experienced petit mal seizures frequently during class to where she had no idea that she was having one or had it. The disability caused her to: not remember information that was just discussed; easily lose focus and forget the desired task; be unable to distinguish appropriate social cues when interacting and communicating with peers and adults and display repetitive behaviors. Often the student would display forms of anxiety or feel overwhelmed when she would have to take a music theory test, sight-read or sing in front of others in class or in public or follow specific directions with posture, techniques and her placement for a choral performance. However, the student was high functioning, full of energy, joyful, found positivity in people and things, made friends easily, enjoyed music and had an amazing talent for singing. To assist and accomodate her needs, the chorus ensemble was small in number and very cooperative, making it easier to address specific skills. I would pair the student with another person in her section to assist, I would give her verbal and non-verbal cues to help with prompting during sight-reading, singing, techniques and other directions. In addition, the student was given additional time to take tests which was formatted to best suit her needs whether one-on-one, verbally, reduced questions, using more simple form of questions, or flaschards.
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Ann Paris Posts: 12
7/5/2022
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I will never forget my amazing Middle School chorus student Joe. He was on the autism spectrum and was a beautiful tenor. The class took such great care of him and everyone loved him. He decided he wanted to prepare a solo for Solo/Ensemble Festival. So I found a solo that was in his range and ability level. I had scheduled out a little bit of class time for those who were working on solos to get them started, playing their part on the piano for them. Only 2 days after I had gotten him his sheet music, it was his turn for me to teach him the song. I asked him if he needed me to go over the lyrics first before we put the pitches to it. He said he didn't need to do that. So I played the song and he sang it almost perfectly as if he was sight reading it! I was clapping for him and congratulated him for practicing so much since he had received the sheet music. He then informed me that he had photographic memory! I check with his advisor and sure enough it was true! Through the years I have learned more often than not, ESE students have special gifts that are often not discovered by core teachers that show up in the arts! Many of the ways his disability affected his learning showed up with positive effects. His enthusiasm and willingness to work motivated the class. He also taught us compassion and put a smile on everyone's face. Some of the challenges he faced were when we would go on field trips of performances, since he did not adjust to change very well, and had anxiety about travel, I had a student and a chaperone keep a close eye on him to make sure his needs were met. He was afraid of losing things, and needed assistance with his uniform, keeping track of his music, etc.
edited by Ann Paris on 7/5/2022
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Ann Paris
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Ann Paris Posts: 12
7/5/2022
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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 can't find the question in this forum but I was instructed to answer this. I know it is a different topic but didn't know where I am supposed to post this. anyway, here is my answer.
- Mnemonic Instruction: I could use this a lot when teaching Music theory and symbols, such as naming notes, making "pictures" from the symbols they learn, such as a picture of dynamite for the word dynamics which means "power" so they can remember that dynamic markings have to do with how loud or soft they sing. I would have the students draw the pictures, which they seem to love to do.
- Graphic Organizers: These can be helpful when they are comparing listening examples or watching a musical, to break down the plot, characters, sequence of events, or critiquing the songs they hear in the musical. This strategy can also be helpful for students who are kinesthetic learners who learn by writing or drawing pictures as they listen or watch a performance.
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Ann Paris
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Ann Paris Posts: 12
7/6/2022
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Elizabeth Phillips wrote:
I've had a number of students with orthopedic impairments. This has never kept them from performing with our choirs pertaining to choreographed selections. We have modified choreography to allow the student to succeed and participate within their limitations. Students have been successful with improving their upper body strength through choreographed selections and have felt part of the team in all aspects of the performance.
Glee also was a great influence with the fantastic adaptations they used in their choreography! Part of the fun of each year is observing who we have in our groups and creatively finding the best way to highlight ALL of them! I'll bet you are an amazing teacher!
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Ann Paris
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Lori Baranowski Posts: 3
7/14/2022
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I often have students with autism in my class. I find that routine, and clear and concise directions greatly impact their success. When one is having a melt down, I tell them to take a few minutes but at a specific time, they need to be back on task. Helps to allow them the time they need to process what they are upset about, but gives them a goal to becoming productive again.
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Lori Baranowski Posts: 3
7/14/2022
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One of my students is visually impaired and uses a device that enlarges music so that he can view it on a screen in order to read it.
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Joseph Postin Posts: 3
7/29/2022
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I had a student with visual impairments. Severe enough to be classified as legally blind but could make out large objects. The student was placed in the front of the room. Music and materials were enlarged so they could be easily read and the student could work independently like the rest of the class. Any board work for the day was given to her prior to the lesson in enlarged form. A chair partner was assigned to aid in getting her materials each day and guiding to the raisers and through any movements required. This student was a Senior section leader. A meeting was held with the two students and myself at the beginning of the year so as to not draw undo attention to the process. It worked very well.
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Jennifer Hodil Posts: 3
8/22/2022
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Several years ago, I had a student with orthopedic impairments who took my high school level keyboard class. While she did have some use of her hands and fingers, we brain-stormed ways to modify her piano playing. For example, she couldn't use her pink and ring finger independently in her left hand, so I adjusted the musical score so that she could play the same basic chords without having to separately play those two fingers.
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Donna DeForrest Posts: 1
8/28/2022
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I have had many students with different disabilities in the past. The ones that come to mind in my band class that I did not deal with correctly are those with intellectual disabilities. My instruction would have been more effective had I repeated directions, worked with him/her privately, and teamed her/him with a musical buddy. Today, I do more of these techniques to help those with disabilities.
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