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Daniela Restrepo Posts: 3
5/1/2023
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I have had a student in the past with a visual impairment. I provided accommodations by ordering the book that we use for class in a significantly larger font and by providing the student with enlarged sheet music for all rehearsals and performances.
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Kristen A Bowne Posts: 3
5/1/2023
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In the past, I have had many students with hearing impairments (deaf/hard of hearing) in my music classes. For singing or listening activities, I would often have those students demonstrate understanding of concepts like steady beat through movement, drawings, or with instruments. During those years, I also learned some key music-related and direction-based sign-language (ex: dance, sit, stand, sing, listen, etc.) so that I could be more effective at giving directions without the aid of an interpreter.
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Dan DuBay Posts: 3
5/4/2023
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I had a student that was visually impaired. He had a great memory and a retention for music. I had to have his music transcribed to braille so that he could read the music and then he would memorize it and play. He was able to perform at a higher level than most of the other students. He is currently now a professional musician and teaches other students. He made all county groups. He was very successful in my class.
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Besnik Hashani Posts: 1
5/4/2023
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I have had a student on an autism spectrum in my orchestra class. The student had perfect pitch, and was very agile with his hands. The two issues that this student had is that he refused to play anything louder then a mezzo forte (he would tell me his "friend" told him not to), and did not like trimming his nails. We were able to circumvent the playing loud part, by offering him to use earplugs. This almost solved the problem 100%, except when we had to play with a full orchestra. He was sitting right in front of the band instruments, and had a very hard time focusing. I had to move him closer to the front by changing his assigned seat. The nails part was more difficult, but instead of trimming, we compromised on the student filing the nails to a point that his hands were functional on the violin.
The other issue the student had was getting out of a routine. So I had to warn the student in advance to upcoming changes in our routine or schedule. If something unpredicted happened in class, he would shut down, and refuse to play his instrument, and his communication was narrowed down to non-verbal.
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Jennifer Adams Posts: 3
5/5/2023
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With a student who was legally blind, and learning to play an instrument in band, the music had to be adapted. Fingering charts and music were enlarged. Extra time was given for trial and error until it was able to be played correctly. Student was given differentiated instruction including ear training that helped his ability to play in a group. He learned that "feeling" where the notes were going helped him make sense out of the music he was playing.
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Rebekah Chambers Posts: 6
5/11/2023
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I have had several students over the years on the Autism spectrum, students with dyslexia, etc. This year was the first year I had a student who needed an instrument modification due to an orthopedic impairment. I do not know the official name of the orthopedic impairment, but this 8 year old little girl was wonderful advocating for herself. On the first day of strings she told me and tried to demonstrate how her left arm at the elbow area does not turn in to be able to hold a violin. I immediately asked, can your arm go side to side (bow), she said yes and I went to work ordering her a custom 1/10 left handed violin. The joy on her face when she got the special violin just for her charged my teaching batteries for months. She felt empowered, not embarrassed. And now she is moving to Ohio, but she asked me today, where do i go to get a special violin in Ohio...and now I need to research...
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May Couey Posts: 3
5/12/2023
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One of my favorite students a few years ago, was a wonderful student with autism. I was told some of the highlights of his life was being in the high school band program with me. He was very sociable, always wanted to chat with me and the students near him. So he needed some redirection there. He needed a friend to point out where we were, when he got behind. He would literally play every note on the page, even if he got behind. We all loved him and had a great time giving him the least restrictive environment possible and integrating him into our band family. I miss those days, and those kiddos.
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Jenny Ross Posts: 3
5/14/2023
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I currently have a student who is both a student with autism and hearing impaired, in fact, she is deaf with no hearing at all. While she does have a cochlear implant, she refuses to use it because going from total deafness to hearing so much overwhelms her. Additionally, her home language is Spanish and her parents speak little to no English and know no American Sign Language, which she is learning at school. The student has been in my elementary general music class for about 2 1/2 years. During this time, I have watched her blossom thanks to ESE services provided to her by our district. Initially, she refused to join group activities, shutting down and trying to sleep in class. Last year, she was paired with a wonderful ASL interpreter/teacher who she bonded with over the year. As her capacity to use ASL increased, her personality began to shine through; she is an actor who loves to be different characters and be expressive through movement. I encouraged her to sit close to the speaker and physically touch the speaker to feel the steady beat. She learns much through visual cues and watching her peers. She is now a leader in class, actively participating and wanting to pass out materials and instruments. Her behavior, focus, participation has all increased and she is developing relationships with her ESE and General Education peers.
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Rad Bolt Posts: 3
5/15/2023
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I have a student who struggles to read. He often gets his music and words mixed up and has dyslexic tendencies. He struggled with reading and memorizing music. After some consultation, his parents and I found out that he tends to read better on certain colored paper. To help him achieve better in band, I made sure that his music was printed on bright colored paper. He tended to achieve the best on yellow or orange paper.
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Rad Bolt Posts: 3
5/15/2023
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I have a student who struggles to read. He often gets his music and words mixed up and has dyslexic tendencies. He struggled with reading and memorizing music. After some consultation, his parents and I found out that he tends to read better on certain colored paper. To help him achieve better in band, I made sure that his music was printed on bright colored paper. He tended to achieve the best on yellow or orange paper.
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Katie Aucremann Posts: 3
5/15/2023
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I've had a student in band the last few years who is hard of hearing. The biggest issue with that is making sure I can get his attention and for me, just remembering he is hard of hearing so that I can adjust. This student also has some developmental delays but has generally done well in band and gets along with the other percussionists. His favorite instrument is bass drum so we try to get him on there whenever possible.
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Ashley Ajpacaja Posts: 2
5/19/2023
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My brother was a student with a disability. He had a physical disability which made moving around campus hard and he had to have adaptations for him to perform with the high school marching band. To help him be more successful and comfortable while performing, he had a bass drum waist strap to help with the weight on his shoulders. Although he also had limitations with his legs not being able to be used for long distances and could not strengthen, the band director was determined to find a way for him to participate just like everyone else no matter what he had to do for him.
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Michelle Tredway Posts: 6
5/29/2023
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I had a student with Mild Hearing Loss in a 6th Grade mixed beginning Chorus Class (46 students). This hearing loss was NOT known, nor identified by me, nor by his parents until the end of his 6th grade year. His vocal folds were already quite thick, so his speaking and singing voices sounded already 'changed', unlike his other 6th grade colleagues. His singing was consistently over an octave below the class, and was limited to an interval of a 3rd. My modus operandi was to just continue to sing the class without attention to this individual, to discover how he responded to instruction, and for me to discover his abilities, along with everyone else's. He, along with his like-gender friends, were placed together according to strength of pitch-matching. Since I had an assistant, I had her work with the male singers as a group to work with to determine range and vocal facility. At no time during the semester was the student singled out, nor discouraged from singing. The student participated fully in every class. When it became evident that the student's range was still limited and quite low, I contacted the mother to determine a further course of action. The mother decided to have his hearing evaluated, and it was discovered that he had a mild hearing loss. This led to a change in where he sat in the classroom to be completely surrounded with strong singers, and to be closer to the front for hearing instructions. We secured the help of a voice teacher who worked with the student one-on-one. This teacher found where the student sang, played that pitch on the piano, and worked with him to move his voice upward and back down until he 'felt' the vocal movement. This student continued to sing in chorus, moving from beginning to intermediate chorus. The success of our collective tenacity was observed in the student's 8th grade year when he sang a solo for Solo/Ensemble Festival, which meant singing his own part completely independently, with piano accompaniment. The adjudicator was not aware of anything that had gone before, nor of the students hearing disability. The adjudicator awarded him a rating of 'Superior', as student sang confidently, and accurately!
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Michelle R. Tredway
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Michelle Tredway Posts: 6
5/29/2023
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Regarding the STRATEGIES prompt in the Students With Disabilities Fine Arts Course: PROMPT 1 below: Strategy 1: Mnemonic Strategy to teach the Order of Sharps: Fat Cats Go Down Alleys Eating Bugs. A funny way for any student to remember something without having to find each line/space on which a sharp rests on a given staff. Strategy 2: Reflection Strategy: Asking each section (Soprano, Alto, Tenor, Bass) to circle up after working a section to discuss/re-sing sections they feel could be better performed. Guide circles to answers by addressing dynamics, phrasing, breathing, unified vowels, etc.)
PROMPT 2 below: Sight-Reading Factory assignments set up. Students with help, are given an individual account to practice assignments at their pace, doing 10 minutes of sight-reading per week. The SRF is set up to log time. Students are given the opportunity to work on ASSIGNMENTS which are set up sequentially, from easiest to most difficult.
- 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.
- Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
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Michelle R. Tredway
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Michelle Tredway Posts: 6
5/29/2023
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Regarding ASSESSMENT prompt: I have used the RESPONSE CARDS in the way of write on/wipe off White Boards of lap size to check names of notes, music vocabulary, drawing notes in treble/bass clef. This allows for quick assessment without embarrassment to the students who are not demonstrating mastery, and allows me as the teacher to be able to individually help the student to master the material in a time frame best suited for the student.
Fine Arts educators (choose ONE):- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
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Michelle R. Tredway
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Alex Drucker Posts: 3
6/15/2023
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I have had a student in my chorus class for the last few years who has a physical disability with her hands and occasionally would have issues holding her music, writing in her music, or sometimes even holding a pencil to write in general. I do have my students analyze and write things in their music frequently, really on a daily basis, so this was something that we needed to figure out simple solutions that would not lessen her learning. So when issues with her hands were to arise, she would utilize one of the music stands in the room to hold her music in front of her, and she was always sat around students who friendly together, so after they were to do whatever analyzing and writing in their own music, my student would tell their friend what she wanted them to write and they would simply do the notating for her in the music. On occasion she would walk over to me at my piano with questions and I would get her to give me correct answers and I would write them in her music for her as well. Thankfully once our music is completely learned and memorized they no longer need to write in or hold their music, so after the first month or so of having new music, she was able to do everything else the rest of the time free of her physical disability.
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Alex Drucker Posts: 3
6/15/2023
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- Describe at least one way you have used technology to meet the needs of a student with a disability in your classroom. Be sure to describe the specific technology and how it assisted the student with a disability.
I had a student with more than one disability in my musical theater class, one being that he was wheelchair-bound, the other was a mental disability. He was the nicest, most outgoing and enthusiastic student in the class, and even if he wasn't the "best" at what we did, he enjoyed every minute of it and everyone else was supportive of him. Whenever it was time to perform in front of the class, he would occasionally forget words or get confused for one reason or another. So when I would play the background tracks for everyone's performances, I played a karaoke version for him where it also shows the song lyrics and I put it up on the projector screen for him. He would try not to use it, but glanced at it whenever necessary. He appreciated it, his performances always went well, and everyone else was very understanding.
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Alex Drucker Posts: 3
6/15/2023
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- Describe an example of adapted assessment you have successfully used in the fine arts classroom for students with disabilities.
In my music classes I had a student who had a disability with her hands and being able to write. When given any form of written assessment, if she was able to hold a pencil she would always try to do it herself. In the rare occurrence that she was unable to complete it herself, I would have her come into my office, with the same assessment, and verbally tell me the answers to each of the questions and I would mark them on the paper for her.
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James Cochran Posts: 3
6/20/2023
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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.
I had a student that was visually impaired. Even with glasses she was unable to read the music well. She was determined to learn to play the baritone. I would adapt the music by blowing it up to a larger size so she could read. She now has a BM in music and working on her MM.
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Kelly Hardman Parker Posts: 1
6/22/2023
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I am in my 38th year as a Florida pubic school music educator, K-12 instrumental and choral. I have had many students with disabilities over those many years, but last school year I had a real challenge acquiring materials for a visually-impaired student. She moved in to our district from far away and had some significant skill on clarinet--which she had developed by ear. As an 8th-grader, she had not had any work with using Braille printed music and was therefore unfamiliar with the associations of rhythm, reading notes or passages: when she first arrived, she could only play with an ensemble by aurally memorizing her clarinet part that I recorded for her. She was provided a teacher's aide who was not a musician. I applied for basic Braille music text books and together, we began learning together the Braille method of musical language that would afford her the understanding to play and perform successfully with a music community, a musical ensemble. These texts were very expensive and only one single text was available for the entire district, as in its printed version, was evidently very expensive. My student took right to the system and she and I worked to prepare her for high school band, where she now performs regularly.
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