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Joshua Sall Posts: 3
4/6/2017
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I taught a student with Williams Syndrome. We worked before school with an ESE specialist on how to read music. He could play the drums and could keep good time but he struggled with reading music. We taught him how to read music by associating food and names of people he admired with specific rhythms. After two semesters of working with him, he was able to play two rock tunes with our jazz band at a concert.
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Roslyn Lawson-Lee Posts: 3
4/8/2017
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One of my students had a visual impairment - partial vision. She was able to be very successful in class with a few changes. She sat in the front of the room, near the board. Her guide sheets and other printed work (tests, graphic organizers, etc.) were printed in a large font. I wrote things on the board in a larger size as well. When she needed items read out loud, I would do it or have a student do it. Lots of verbal repetition was used for directions that were written. Also, she could sing with the rest of the class and used large print music.
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Michael Martin Posts: 1
4/23/2017
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This school year, one of my students suffered a brain aneurysm in the month of September. Somehow she not only survived, but made a strong recovery, and in January was back at school taking math and band. She is still learning to walk and has very limited use of her right arm. However, as a clarinet player, and without a functioning right arm, she is pretty limited to what she can play. She remembers everything about music, like nothing ever happened, but because of this new limitation, cannot play everything written in her music. We've gotten together and rewrote her parts so she can still participate. She is a super excited about still being about to play in our concerts we had and are going to have here in the next month. In addition, she has also come up with the idea of learning to play French Horn next year in high school since she has a limited range on her clarinet.
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Stephen Johnson Posts: 3
4/26/2017
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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 teach band and I had a student who was born without hands. His arms grew just past his elbows. As a result of many conversations with the student and his parents, we determine that he was able to use his feet as well as some people use their hands. With that information I was able to position a trombone and a homemade stand that allowed the student to use his feet to move the trombone slide.
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Jeffrey Ackerman Posts: 2
5/4/2017
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I teach various levels of guitar and have a child with autism in one of my classes. The child has a high functioning and intellectual level. However has difficulty functioning behaviorally and socially in the class. The child is an auditory learner. His disability affects the way he learns in the class and his social interaction with other students in group work settings. I work with the student independently so he can learn the material. He learn very quickly with a hands on visual and auditory example but cannot read the directions or music very well. In turn when he learns the music he never forgets it. I will have him help teach other students who are struggling visually to learn the music. This helps with his social skills and learning ability
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Samuel Shingles Posts: 4
5/5/2017
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I have had several students with disabilities in my choral program. I have one student this year that has been diagnosed as ASD. One of the ways I help the student is by offering RTI and providing peer to peer instruction for her. I also provide private instruction to assist when the music gets difficult. She always does well if I chuck the information for her in smaller pieces or sections.
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Lauren Brautigam Posts: 3
5/5/2017
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For the past three years, I have had a student in my choral program who has an intellectual disability. This student struggles with reading and learning music, so I have him close up to the front and sitting next to the strongest singer in his section. While he cannot learn music like his peers, he is successful in learning music by ear. Since he entered my class, he has improved significantly with his pitch-matching and can even hold his own part in an ensemble, much of that is due to him being surrounded by highly achieving students who are his "buddy" to help him stay focused.
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Elizabeth Dean Posts: 5
5/8/2017
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I taught a student with visual impairment from 9th grade til now (12th). The student already came in with passion for music as as well as natural abilities. He learned guitar, piano, and participated in chorus. Through the physical and aural aspects of music learning, this student was very successful in picking up all three instruments. When it came to reading music, however, we had to make accommodations for his worsening vision. The school's visually-impaired specialist enlarged all of his music, and I allowed him more time to find where we were in chorus rehearsal. Guitar and keyboard were self-directed, but in men's chorus we had a buddy system in which another student helped him find his place sooner.
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Bill Reinecke Posts: 3
5/20/2017
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When working with students with ADHD,especially during block classes, they sometimes have a difficult time sitting for an entire rehearsal/class. If we are not doing any motion or moving around (just rehearsing), these students (not too many) have their own innocuous gesture they do for me, and I'll give them some acknowledgement. This tells them it's okay to stand for a moment or two, and in some cases, walk away from their seat without bothering other students.
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Brett Bailey Posts: 3
5/20/2017
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I teach a student who is labeled OHI, however after taking this course, this description does not seem to be accurate for her. Her difficulty lies in emotional development and in retaining content. There are days when me saying something to a student such as "We need to listen while I'm talking" will cause her to tear up because she perceives that a friend of hers is in trouble. Other days, she will ask me to repeat information at least five times (which I am obviously happy to do), but then I find she is proficient at the activity after the first time. There seems to be either a metacognitive issue, or that she simply needs the attention or affirmation that much to succeed. Patience is the key!
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Bill Reinecke Posts: 3
5/20/2017
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After performances with all, bands, we spend some time reflecting on that concert/performance where students are asked to speak or write about what they heard from their particular band. For beginners and students with certain disabilities,this is too large of a task. .They are asked to do a self-evaluation, and the feedback from that is designed to guide the student towards opening their listening horizons. It may be very incremental if all a student does is fixate on one specific aspect like their tone, but it seems to work as a good transition to a bigger idea.
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Michael Truhan Posts: 3
5/24/2017
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I had a wonderful experience working with a child with autism for four years. His passion was for classical piano and entered his freshman year with a good working knowledge of playing, repertoire, and history. However, we did not have a piano program at the school. In an agreement with him and his family, we decided to enroll him in the band program where he would participate as a mallet percussionist. He showed some reluctance for our repertoire during marching season, but felt compelled to participate through some motivational factors. Factor 1 : support and encouragement from family, friends, and the director. Factor 2 (probably the more important) : finding a way to use repertoire that I might not normally select but still has value to all stakeholders. Something as simple as playing classical stands arrangements during football games ; ie, Mars, Beethoven's 5th, or movie theme songs. We would also allow him classical piano opportunities at our concerts. One of the most appreciated activities was setting up a baby grand piano in the auditorium lobby where he would play before concerts and during intermission. This lead to a social confidence that he was lacking a little when he came to high school. By his senior year, he developed his theory and arranging skills and put together an arrangement of Mozart's Marriage of Figaro for mallet ensemble.
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Daniel Doxie Posts: 1
5/25/2017
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I had a sixth grader with cochlear iplants placed in my ukulele class. He had a difficult time hearing instruction in this class of forty students. As a means of modification I developed a system of non-verbal signals that I used for the entire class. A hand gesture for chord shapes, finger picking, and for indicating the pitch as sharp or flat. I attempted to look directly at the student during instruction, however that was not always possible due to the fact that I had to walk around the room checking for understanding. He was assigned with a buddy that would relay any missed instruction. The buddy also physically demonstrated what the task at hand was.
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Shane Olson Posts: 3
5/25/2017
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The example I can provide is a young man who had a visual Impairment. He was nearly blind, but still had limited vision. He wore very powerful glasses, but they were not enough. When I had music for them to read, I either had to go and purchase a big book for him, that fortunately was available, or we had to have him use an incredibly strong magnifying glass. As a result, it took him additional time to produce the results needed, so he also had extra time as an accommodation. He had a very supportive set of parents, so they also would do what they could at home to assist, so often I created homework for him specifically that none of the other students were receiving. Overall, he was successful in the class.
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Jennifer Christensen Posts: 3
5/27/2017
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When I taught middle school band there was a student with severe behavioral issues who also had an IEP and was on medicated for ADHD. He had problems sitting still in class and would disrupt class because he was bored. After working with the IEP administrator, she developed a sheet of goals for each of classes that included visuals. At the end of each class, teachers initialed next to goals he had successfully completed and marked comments/suggestions next to goals not completed that day. The total number of successful goals completed each week was tied to a reward system from both the parents and the IEP administrator, although I am not sure what the exact rewards were.
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Brooke Stoermer Posts: 3
6/7/2017
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During the past two years, I have had a student enrolled in my Exploring Music class who is on the Autism spectrum and also cannot write proficiently. In my class, I have my students complete a bellwork activity where they draw the staff and notes written on the board on their own template, and fill in the correct fingering for the recorder. My student was not able to physically write in the note names, but was always eager to be the first student to share what the answers were out loud for the class, or to sing the example using the note names. When it came time to taking multiple choice tests in the class (every other Friday), it was routine that my student come up to me while the other students were taking the exam. I would read the question to him and he would point to the answer he thought was correct. I would "take the test" for him and turn that into the basket with the other tests. Having this system in place was extremely beneficial for my student. He was able to pass most of the assessments throughout the year as successfully as the other students in the class had.
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Shayla Bryan Posts: 1
6/10/2017
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This year I had a chorus student with autism. While she has a very high musical aptitude, she struggles with interacting with her peers and demonstrating appropriate rehearsal etiquette. I use verbal encouragement and redirection during class as needed. I also make sure she is seated next to a partner who can model appropriate behavior and help keep her on track as well. It is very important to create a classroom culture and environment that is encouraging and accepting of all students.
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Tyler Losco Posts: 3
6/13/2017
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In my first two years of teaching high school band I had a trombone player with Asperger Syndrome. He played extremely well, making the Florida All-State Band and performing at State Solo & Ensemble. He was very fast with reading rhythms and adjusting pitch for intonation. However, he would often "zone out" and I would have to get his attention to get him back on task or would have to repeat instructions. While he struggled with social interaction his peers in band were very accepting of him. He was even able to help some of the other students with their music and trombone-playing.
I also had a blind student in one of my piano classes. She was always accompanied by a paraprofessional who would guide her and sit with her during class. I was able to show her how to feel where the notes were on the keyboard. She was actually faster than most of my other students with learning the note names and where they were on the keyboard. I was able to submit her assignments and music to be written in braille for her to read and play.
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Kevin LeVine Posts: 3
6/13/2017
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Describe how fine arts educators can use the state and federal laws to advocate for the inclusion of students with disabilities in fine arts.
There are many opportunities for inclusion of students with disabilities into fine arts courses. The state and federal laws are designed to include these students in all areas, including the arts. I have seen many students with disabilities succeed in fine arts courses over the years. For example, students with visual impairments are often able to achieve at very high levels musically. In high school, I had a friend who was totally blind and played the trumpet very well in our band. He participated with the marching band and played in the pit. A few years ago, I had a student with a hearing impairment on the color guard team. She had cochlear implants and was able to hear the music fairly clearly, but had a hard time with hearing spoken directions. Whenever I was giving instructions or directions to the group, I made sure she was seated close to the front of the room so she could also read my lips. This was one of her accommodations.
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Valarie Posts: 1
6/14/2017
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I have taught many students with disabilities throughout my teaching career. For example, I had a student whose hands did not function, so, he could only use one finger to play the piano keyboard. He learned the melody only of each song.
Also, many of the students could not grasp the ability to read the Music Staff, but they could read the alphabet, so, I labeled the piano keys with A-B-C-D-E-F-G and wrote out the musical letters to each song. This was a very successful method. They also participated in the Piano Recital.
I have also used color coded labels for each key and taped the labels on paper to correlate with the melody. The student played each song by color code.
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