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Amber Turcott Posts: 4
6/15/2017
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I have a student in choir with low vision.The student needs large print music, proximity seating, and extra time or visual modifications for testing. When the student came in, she did not know how to sight read music. It poses more of a challenge for her because of the length of time it takes to process the notation, and it's more challenging to see pitch relationships with the music enlarged to such a a degree. She also has some auditory issues with regard to matching pitch but she is getting to the point where she can hear and relate the auditory pitch relationships to the visual. Mainly, I just need to make sure she can see the music, knows where we are, sits close and can hear verbal cues. I also seated her with two buddies who help her stay on the right page. She also requested to perform a solo at solo/ensemble festival so she could work on her pitch and confidence. She ended up being successful and her pitch has improved dramatically from the one-on-one instruction i was able to provide.
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Robert Stubbs Posts: 3
6/15/2017
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I have taught many students with disabilities. One student in particular who I have taught was a student with Intellectual Disability, Language Impairment and Speech Impairment who was in a percussion class. He was born with Cerebral Palsy and had a right-sided hemiparesis which significantly affected fine motor movement in his hand. His left-side was relatively unaffected by the Cerebral Palsy. His speech was minimal and mostly unintelligible. He used alternate means of communication other than speech such as gestures, facial expressions and, occasionally, a communication device. His instruction was modified to allow him to play percussion instruments with his stronger hand and to participate by using simple, more predicable rhythms such as a downbeat pattern. Instructions or directions for learning rhythms were broken down into smaller steps for better comprehension. A peer buddy was also used to assist with prompting as needed.
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Charlotte Walters Posts: 3
6/20/2017
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I had a student with autism in my chorus class. He didn’t speak or sing much and would periodically wander around the room. I would routinely alter lessons by having the class move when he was moving around the room while singing one of their chorus songs or playing music with the movement. I also would periodically have the students make “rain” by clapping, snapping and stomping, which he really enjoyed.
One day after all the other students had left for their next classes, he stayed behind and, unprompted, started singing one of the chorus songs. The song was in a different language, and he sang it perfectly by memory. I did not realize the impact of learning a chorus piece without ever singing a note of the piece. He learned the music in a different way by listening and movement. From this experience I have learned to incorporate multiple strategies to teach chorus songs to students. He has been an inspiration.
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Megan Szkarlat Posts: 1
6/27/2017
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I have had 2 students (siblings) in my chorus class with Stuve-Wiedemann syndrome, a rare disease that causes orthopedic impairment. These 2 students faced many physical challenges at school. They had difficulty with mobility around the school campus and classrooms, and impaired ability to produce hand written work. The students used wheelchairs to travel around campus and peer students helped by pushing the chair and carrying backpacks and other academic supplies. In the music classroom specifically, these two students were allowed to use assistive technology to complete written assignments more easily. They would then email me any assignments to be graded. I placed their chairs on the floor next to the choir risers in the classroom, since their disability puts them at risk for breaking bones easily if they were to fall. I also assigned peer students to assist with classroom materials such as sheet music. With these accommodations, the students were able to have a safe, successful, and enjoyable experience in chorus class.
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Stephen Terry Posts: 3
7/3/2017
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While previously a music educator (orchestra/guitar) at another school, I asked for and was given permission to work daily with a group of Trainable Mentally Handicapped students (designation at the time) on a daily basis. For several years (in conjunction with the ESE teachers) we had a "signing chorus" of TMH students who would sign as I played guitar and sang. Over the years we signed and sang at a number of non-threatining community events, and shared concerts with the school orchestra. At the orchestra concerts, the signing chorus was dressed formally, as was the orchestra, and we shared several programs, with the orchestra playing and the TMH students signing as one performing unit. We found the programs inspiring and fulfilling for all involved, students, parents, teachers and administrators.
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Chris Touchton Posts: 3
7/20/2017
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I had a student who only had one arm. In selecting a band instrument, consideration needed to be made for this disability. The student was able to use a trumpet as they had their right arm. We created a stand with a cradle that could hold the instrument for her. Due to this device, we were able to keep the student involved and at the same expectation level as the other students.
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Amy Beres Posts: 3
7/27/2017
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I have had many students with disabilities over the years ranging from dyslexia, dysgraphia, autism and physical impairments. Depending on what the particular disability was for the student, enlarging music on colored paper (for the student with dyslexia), allowing type-written responses or having a parent/peer write the responses down on the students behalf (for the student with dysgraphia) and making modifications on instrument heights/stand heights, etc (for the student who was wheelchair bound).
The one thing that I've noticed is that in my classroom, I tend to make accommodations for anyone that needs them if it means helping them become more successful. This allows the student with disabilities to feel more included with the rest of the class. Like some others have said, students with disabilities tend to not have trouble being successful in my class. Many times, my class is the one where they shine the brightest!
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Gwen Gregg Posts: 3
7/28/2017
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One of the students I taught last year has an Intellectual Disability. She is not severely handicapped, but does struggle to express herself in writing music and sentences. She is actually very musical and enjoys singing. She learns all the songs by memory just like the other students. When it came time to take a test or write down music, I paired her with another student - someone who is patient and understands the task. Together they would work on the assigned lesson. When she auditioned for an advanced choir, she sang for me with no problems. She was supposed to sight-read a short musical phrase and struggled to say the correct solfege syllables with the notes. I allowed her to explain to me about the scale and I altered the audition for her. She was able to advance to a more difficult chorus class. With that said, she realized that she didn't sight-read too well and chose to stay in the beginning choir so she can become a better singer and sight-reader.
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Daniel Boyd Posts: 3
8/5/2017
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I often use tiered and differentiated instruction when teaching beginners how to read music/sight read. We will start by learning how to count the rhythm, then we say letter names with proper rhythm, next I model the exercise while they finger along. After these steps, we then attempt to perform the exercise. This allows all students to process and internalize one aspect at a time. As I get to know my students with disabilities, i can favor one of these tiers if needed.
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Daniel Boyd Posts: 3
8/5/2017
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When executing performance assessment for students with learning disabilities, I will accommodate in a couple of ways. My first option is to allow the student to choose a tempo that works best. With this option the student can still demonstrate proper noted, rhythms, style and dynamics. I will also permit the student to piece together the assessment by demonstrating rhythm counting, letter names, and correct fingerings.
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Gloria Lockley Posts: 3
8/22/2017
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I am responding to: describe how fine arts educators can use the state and federal laws to advocate for the inclusion of students with disabilities in fine arts.Fine arts educators must review and reference State and federal laws that mandate services for students with disabilities when planning and implementing services. Written details of the provision of services to students with disabilities should be included in the development of fine art plans. They should be stated and referenced to assure that accommodation services and equipment are readily available for students with disabilities.
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Derek Currier Posts: 3
8/28/2017
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I have also had many students with disabilities in my music classroom. One particular group of students I have noticed that get a lot of out modeling are my autistic and Asperger students. They cannot seem to read the music, but once I play it for them, they seem to immediately memorize it and then play it right back to me. When it comes to teaching them an entire piece of music, I teach it to them in sections and put it all together. Once they learn the parts, I then use flash cards to visually show them where the notes are. By doing this I am also teaching them how to read the music and I make the relationship between the notes they play to the notes on the flashcards and music.
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Bobbe Butler Posts: 3
9/9/2017
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PROMPT: 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.
RESPONSE: I currently have a student in one of my orchestra classes with a severe vision impairment. Obviously, this affects their ability to read music and respond to the conducting baton along with seeing visual communication within the ensemble. I have provided the following accommodations to allow for maximized learning:
1) Determined music enlargement % need at the beginning of the school year
2) Provide established enlarged % of all music including a spiral-bound copy of method book with a high percentage of brightness to student on white card stock.
3) Provide recordings along with YouTube videos to assist student with practice at home so that they can enlarge on their iPad and use as an auditory reference.
4) Seated student in front of the ensemble with a friend who assists in writing any notes necessary on their music.
5) Use a bright yellow baton so that student can differentiate it from the dry erase board behind me.
6) Provide new music and assignments early so that student has time to look, listen, and absorb material.
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Jeneve Jarvis Posts: 3
10/10/2017
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A few years ago I had a student who was visually impaired who wanted to play an instrument. His parents did not want any parameters put on him in choosing his instrument. I would have steered him to trumpet or baritone so he could eventually use one hand to read Music in Braille but he opted for the trombone. Playing the trombone he had to use both hands all of the time. During the beginning band class I sat him with another student who was also learning the trombone. This student would touch his shoulder when the band stopped, started or to give him any other visual direction I might give. He also had recordings of everything we played in class. So, he was able to go home and review the material at home with the recording. He was fantastic! He stayed at the same pass as the class and would have gone on to be very successful. I started to look into the process of havin our music put into Braille for when the music became too difficult. However, he decided to stop playing in the band the next year, due to family issues. To this day I don't think that was the best decision because he really enjoyed music.
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Anthony Soldano Posts: 3
10/10/2017
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I currently have a student in my 8th grade General Music class with dyslexia and has trouble reading a processing written laguage. When we play recorder flutes, we read music and this can be very frustrating for him. He is slow to process information and slow to respond so the music goes by him by the time he gets it. I helped him by sitting him right in front of me where I can show him fingering positions as I play. I can also slow things down and just teach him the music by rote in small chunks. He seems to be enjoying playhing the recorder and is keeping up with the rest of the class.
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Julia Hood Posts: 3
10/14/2017
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I have a student who is in my General Chorus and has autism spectrum disorder. She likes to sit on the end of the row, and doesn't speak with other students. However, loves to help, loves to sing and loves to move during rehearsals. To give her more opportunities to participate in class and make relationships, I have incorporated more movement during warmups by teaching a "Good morning" warmup in various languages. Students walk around the room, singing the 16-bar warmup with a new partner each time. They introduce themselves at the start of the warmup and thank their partner at the end. This exercise has given my this student more opportunities to greet other students in the class in a very positive way. Plus, this exercise gives this student a way to shine and share her beautiful voice. She recently took the All State musicianship test, and has passed the first audition, so she will be attending the vocal auditions very soon. In addition, this student was voted in as the music librarian for her class, giving her an opportunity to learn organizational and communication skills.
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Julia Hood Posts: 3
10/15/2017
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One way I have used technology to assist a student with a disability was to incorporate the use of the Promethean board into more music lessons. This student had very low language skills, but enjoyed playing (as was quite successful at winning) computer games. During general instruction, he was not engaged in the lessons, and would not participate during singing. However, whenever we used the Promethean board, this student would engage and wanted to have a turn to use the special pen and draw on the board. I researched and found several interactive music games that enabled this student to participate in class activities on a regular basis. One game he particularly enjoyed is called "Staff Wars" and he excelled at naming the notes and winning games for his class. In addition, I created additional music lessons for use on the Promethean board that engaged this student as well as most other students in the class. The time spent creating these lessons was well worth my investment, as student engagement and comprehension increased exponentially.
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Iris Harper Posts: 1
10/22/2017
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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.
My very first year teaching a student with high functioning Autism was put in my band class. A lot of his "differences" were social and intellectual. He was very repetitious in his daily schedule, but if you explained thoroughly to him what was going on and why (sometimes repeatedly) he would eventually come around. It took the other students a few weeks to get acclimated to how to treat him and have patience with him. Once I figured out that he just needed a constant daily regimen and that he would need to use the buddy system with someone that had a great amount of patience and kindness, everything worked out. He stayed in my music groups until he graduated! (I am the music teacher at a PreK-12 school, with band and chorus). He also participated in my musical theater productions. He made me realize that students with disabilities can be more capable than the mainstream student if they are given the right accommodations.
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Susan Packer Posts: 4
10/23/2017
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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 had a girl who was severely hard of hearing enrolled in my strings class. I was very concerned that as a violinist she would not be able to play in tune with any degree of accuracy, but during the first year I put a series of colored tapes on the fingerboard and she was able to visually place her fingers on the tapes, coordinate that movement with reading the notes circled with the matching colors and play simple melodies with her friends.
She enjoyed the experience of learning to play an instrument, however this year she is taking an art class.
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Alex Kovalsky Posts: 3
10/31/2017
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I taught a student in my piano class who was had an Autism Spectrum Disorder, which made his social interactions with his classmates challenging. Additionally, he had a lot of difficulty with the physical manipulation of his fingers to play the keys correctly. We adapted to allow him to play the required pieces more slowly, which allowed him to be more successful, and I was careful to seat him near positive role models for behavior and social interaction.
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