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Barbara McNeely-Bouie Posts: 4
11/5/2017
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I have a student in my Music World class that has a learning disability. I didn't realize it until I was trying to explain the procedure of writing a Research Project and naming a title for the project. I had to slow down to explain, even write down everything that I had explained earlier. It took a lot of patience, and even after explanation, to be sure the student grasped the instructions, I had to repeat several times; rereading what I had written. With much patience, the student did a remarkable research project.
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Julia Hood Posts: 3
11/9/2017
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I have had several students with Autism Specrum Disorder who have had stressful reactions to individual performance exams. To assist in their success during these important summative evaluations, I will hear them perform for me privately or with another student. My goal is to bring them closer to the holistic experience that is music performance, so as the year progresses, All students will be assessed in the same format, either in front of the class (piano recital) or through audition process, singing a solo in front of a class. Although some students take a long time to come to this level, all are able to work through performance anxiety to become more confident in performing in front of an audience.
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Victor Mongillo Posts: 1
1/3/2018
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I have had a student with severe EMH to the point in which just coming to school was a major accomplishment. The student was new to the area and had no friends at school or in the community. I started him on flute knowing the "kindest" and most accepting students in the band resided in that section. The students quickly accepted this student with no judgement and whet beyond the call of duty to help him "catch up". He soon became the best player in the section.
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Susan Bazin Posts: 3
1/5/2018
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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 a student with a disabilities needs.
CORNELL NOTES: With large classes of both beginners and advanced level students from various grade levels and exceptionalities, Cornell Notes are a great way to teach, reinforce and assess student knowledge. I will begin the class by listing cross-curriculum vocabulary on the board. They enter this into the note-taking column in whatever fashion they choose (color pencils, pictures, etc.) Then we play through music which uses the vocab specifically. At the end of class, they create questions based on the notes. Prior to a play-test later in the week, they work in collaborative groups (various sizes and combination of students, instrument groups, and ages) to review vocabulary. While other students play their test, non-testing students are asked to reflect on their notes and to evaluate the test-taker on implementation. PEER PARTNERING has been essential to my lesson plans this year. I've always used independent study and small group sectionals as part of my lesson strategy. It's fun to learn from your peer gorup and sets a standard for band performance from year-to-year. However with this year's challenge of diverse age groups and ability levels in every class (beginning band and advanced band mixed in each class), cooperative learning strategies have taken on a new emphasis. More advanced students are paired with a "junior partner" for private lessons. The student-teacher is given a specific goal for the student-learner. Not only does this give extra time to the newbie, but it reinforces what the more advanced student knows. By having to "put it into words' their own knowledge is reinforced. This also serves to improve a class climate where a first-year player might feel overwhelmed by their lack of skill when compared to a third year player.
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Vincent Parrulli Posts: 3
1/14/2018
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I had a student wheelchair bound with a bone and neuro-muscular disorder. He could not stand or have weight put on his arms and legs. So we attached clamp and bars on his wheelchair to give him access to percussion auxiliary music. He could then play various percussion instruments that would require light implements to strike or play. He participated in the concert and marching bands for the 4 years he was in my program. Today, he teaches other students at a camp for disabled kids with the same issues.
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Philip Holt Posts: 3
1/16/2018
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Currently, I have one student with a specific learning disability which inhibits super fine motor skills. He is very book smart and has an incredible memory, but when it comes to reading music and playing piano, his disability become more apparent. One way that improved his playing was though slow and methodical playing. I would have him play when he knew, I would then play it two ways, the correct, and his way, and would ask him which was correct based on the music. He would pick the correct way every time. Through working together, by performing, analyzing, correcting, and performing again, the student has become much more proficient on piano and now can work on his own on some parts.
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Nadia Sawa Posts: 5
1/25/2018
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I taught a student who was visually impaired. The student did wear glasses but had low vision. I provided several accommodations for this student. The first accommodation I provided, was to seat the student in the front row so she could always see me and the board with ease. I also provided her with photocopies of class notes and that which I planned to write on the board. These copies had enlarged text on the page for her to see. I made sure to print photocopies of our choral music, which I enlarged so that she could see without straining as well. Another very effective way to determine if the student needed assistance from me was to simply ask. I communicated with the students' parents quite often via email and phone, and made sure to check in with the student often on a one on one basis. I also have choral "secretaries," which are students selected to help lead the choral class, take attendance, make announcement etc. These choral secretaries help any student in the classroom that may need help (for instance, if we have a new student in class, the choral secretaries will be sure to help this student with procedures and with music the first few days etc). The secretaries were always on hand to help our visually impaired student, whether it be with reading something to her or obtaining music for her. I'm blessed to work in a school where the kids are good, kind-hearted citizens, willing to help one another.
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Keely Werly Posts: 3
2/3/2018
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I currently have a student that is hard of hearing in my orchestra class. Recently, I just taught the class how to tune their own instruments. At times, this is difficult for my impaired student. Although, he can hear some things, it is hard for him to hear his own instrument and the tuning pitch, while other students are also tuning. To help with this process, I have positioned my student closer to the tuning pitch, providing extra time, as well as offering one-on-one assistance.
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Neus Sastre Posts: 2
2/12/2018
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I have a group of 5th graders ASD students that come to music with a regular 5th grade class. Their inclusion is always during fine arts. I usually have to make two different adaptation for the ASD group because one of the students show different capabilities than the others.
Adaptations:
Low-Functioning ASD student: he has inability to establish relationships with peers, absence of language and sometimes aggressive behavior. He sits next to his one -on-one teacher and I partner him with other students from the regular class, so he has peer support. I do some adaptations to my lessons:
Playing instruments: I modify the instrument to fit his disability. He plays boomwackers, and I provide visuals for him to make it easier. He also plays unpitched percussion instruments
Singing: He loves singing, but he needs more time to learn songs. That’s why I send the songs to his homeroom teacher so she can play it during the week. When he comes to my class he is familiar with the songs. That decreases stress and he enjoys more the class.
Higher-Functioning ASD students: They establish relationships with peers, but their conversation skills are low. They sit with peers and I partner up with students from the regular class. I do some adaptations to my lessons for them:
Playing instruments: They play the same instruments as the regular class (Ukuleles and xylophones). When we play ukulele they play less chords so they don’t need to change positions very often. When we play xylophones they play I adapt their part so it is easier. They work with peers so they can help them.
Singing: They are in the same class as the student I’ve talked above, so they benefit of listening to the songs during the week as well.
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regina register Posts: 6
2/25/2018
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I am currently teaching a student with a hearing disability in one of my keyboard classes. I admire him so much because he does not allow the disability to deter his desire to learn a piece. In the first week of school, he quietly asked me to re-explain a concept directly to his face in order to understand all of my words. From that point, I knew that he needed to be close to the board when I am explaining new concepts, and that I would need to face him while instructing the class. He has been a joy to have in my class and to watch his progress in playing the piano/keyboards!
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Scott Bourne Posts: 6
3/2/2018
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I have not had very many students with disabilities during my time of teaching. When I taught elementary musicI had a student who was autistic but high functioning. Although he was highly funtional there was still the problem with his attention span and focus on the days lesson. I found that he was very rhythmically gifted so I would always try to have some type of percussion instrument for him to play during the lesson. The use of percussion helped keep him on task and also to learn the lesson with the rest of the class.
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Michele Cole Posts: 3
3/5/2018
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I currently have a student who is VI. Her VI teacher comes in once a week to assist her with learning braille. For videos or any multimedia, we allow her to sit by the computer, rather than the big screen. Her copies of worksheets or paper based tests are enlarged. She also uses some assistive technology when she feels she needs it.
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Mirta J Ramos Posts: 5
3/5/2018
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Currently we have a deaf student in class. He has an implant and has preferential seating. This allows him to sit close to the teacher or any device that is being used in class.
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Paul Jackson Posts: 3
3/11/2018
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I had a student several years ago who was deaf, and had a cochlear implant. This made it possible for her to be a contributing member of my class. In fact, she participated in band, orchestra and chorus. It was remarkable to know how this technology was able to help her. We did have to work out ways to help her "fine-tune" as the resolution of the implant was not as even as the human ear. For instance, attaching a digital tuner to her instrument, providing adequate finger tapes on her cello. In the end, with appropriate scaffolding, she was able to participate effectively in our music courses.
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Marie Hill Posts: 3
3/15/2018
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My latest story is selecting a student with ASD to participate in our Elementary All-County Music Festival. She required some gentle assistance and modeling, 1-2 breaks during long rehearsals, and a CD of the selections. She has an exceptional tonal memory and singing voice. She enjoyed the performance and did an outstanding job.
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Sarah Hoover Posts: 3
3/15/2018
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Throughout her 6th, 7th & 8th grade years, a well-loved student with an orthopedic impairment was a part of our school choir program. She loved to sing and fellow students in the soprano section were eager to be a peer-partner in teaching movements and brainstorm ideas to modify choreography. Our wheelchair-bound student was welcoming to fellow students who offered to push her chair or assist in movements.
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Heather Gullige Posts: 1
3/16/2018
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A couple years ago, my first year teaching, I had a student who was on the Autistic spectrum and diagnosed with Aspergers. He was very intelligent and musically talented. He struggled socially and some days he would have a great day but most of the time he struggled and would either have a full on melt down yelling at other students and crying or disrupting class by saying odd comments or refusing to participate with the orchestra. He would come after school and work on his music with me but when it came to doing anything with a group or other students he really struggled with anxiety. Unfortunately he went to another school after one year at mine and I do not know how he has progressed since.
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Sarah Sacharski Posts: 3
3/28/2018
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A few years ago I taught a student that was Deaf/Hard of Hearing. His disability did not stifle his love of music at all. He was so excited to join the band program with all of the other 6th graders. I would wear a special microphone during his class that would amplify my voice in his headphones. After trying all of the available instruments, he chose to play the clarinet. I thought that the clarinet would be a good choice for him verses brass since he would not have to worry about hearing the partials. He had a successful beginning band year. Unfortunately, I do not know for sure whether or not he continued in band as I transferred to another school that summer.
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Michelle Tredway Posts: 6
4/3/2018
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A Chorus student in the Autism spectrum chose chorus as his elective in the 6th grade. Because loud, sudden noises were a hindrance to his participation level, and because sudden changes in routine negatively affected his progress, he was placed in the top tier of the riser - next to his peers, but certainly not in the midst of the vocal sounds which filled a classroom of 60+ beginners. This placement was near the chorus office, which allowed him to 'escape' if the volume level became too high. I have taken the habit of cuing the class before I change activities.
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Michelle R. Tredway
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Pamela Nulty Posts: 4
4/4/2018
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I have often taught autistic children who have a hard time with the volume of the activities in music class. If the sound is too stimulating for them I allow them to wear noise blocking headphones so that they can participate without being uncomfortable.
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