2/11/2018
Topic:
Assessment of Learning
Scott Firestone
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Administrator wrote:
Choose One(1):
- Option 1: Provide/Describe one or more examples of adapted or alternative assessments you have successfully used in the music classroom for students with disabilities. Be sure to identify the student's disability. Share your response in the threaded discussion.
- Option 2: Think of a music student with a disability you have now (or have had in the past). Identify their disability. Review the Alternative Assessment Checklist and select two or more options that could potentially benefit this student in assessing his or her music learning. Share your response in the threaded discussion.
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2/25/2018
Topic:
Students with Disabilities
Scott Firestone
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I have a 4th grade student with autism who is sensitive to noise and loud sounds. I gave him earplugs and headphones to reduce the noise level so he could comfortably play with us as a class. Sometimes I place him in a practice room with his para and a small group or his music partner so that he can practice the assignments on the recorder. During performances I place him away from any speakers, he can wear his ear plugs and he sits next to his music class partner. These accommodations have been helpful for the student to be successful in recorder class. |
3/26/2018
Topic:
Tools and Strategies
Scott Firestone
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I have had autistic students that blow too hard into the recorder. In order to have them play correctly and control their breathing, I recorded them playing the practice exercise/song and then provided the student with corrective feedback while listening to the recording. The students were excited to hear themselves and able to recognize and correct their mistakes after hearing how harsh their tone actually was from blowing too hard into the recorder. They were very motivated to be recorded again so that they could perform the music with a good tone and steady breath. |
3/26/2018
Topic:
Assessment of Learning
Scott Firestone
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Option 1
There are many ways that I accommodate my music assessments, both written and performance in my classroom. When I have students that have difficulty reading due to tracking problems, I create a rubric that consists of emojis instead of words. I also accommodate my special needs students by scaffolding the curriculum and only testing them on chunks of information, or parts of the music at a time. I also read the test to them or allow verbal responses instead of written ones for students with ADD and/or language impairments. |