4/1/2023
Topic:
Assessment of Learning
Erin Cook
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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.
Currently I have three ESE students who are delightfully engaged in music and singing, but very challenging to assess for learning. One student is developmentally delayed with language impairments and two of them have intellectural disabilities. I see their joy and engagement daily, but when given assignments to show learning has occurred, I have had to get creative. For notation I've created game-like assessments in Kahoot! for their full-time aid (or sometimes a peer) to be able to read the questions and answers while the students pick the right answer by a color selection. For basic theory, I've created a chart with touch points on it so these amazing humans can touch the music composition with the right response for meter, key signature, staff, measure, repeat, general theory, and clef. Note duration has been taught with clapping; me first - you echo - we do together - you by yourself (while reading rhythm). Sometimes to teach rythmn I place pulses in a patch-on-the-lap and add head bobs or clapping. Though sometimes the assessment shows high levels of learning have occured, I have found it important to repeat assessments often and check for retention. |
4/1/2023
Topic:
Tools and Strategies
Erin Cook
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- Option 2: Describe at least one way you have used technology to meet the needs of a student with a disability in your music classroom. Be sure to identify or describe the specific technology and the student's disability. Share your response in the threaded discussion.
- 1. Kahoot! - I use Kahoot! for assessments as well as formative assessment for learning. We often play Kahoot! in "team mode" so my students who are developmentally delayed or who have intellectual disabilities can participate and learn alongside their peers. Students read the questions aloud and pick a color which corresponds with answers. It's engaging as students can see their answer results and position of rank immediately.
- 2. Canvas and assignment submission. For all assignments, I include a lesson on Canvas for students who may need to type responses or communicate orally. In one case, a student will communicate her answers to her Paraprofessional who types in the answers or records her answers orally and submits the assignment to be graded. I always give extra time for students to complete these assignments in my music class as many (close to 70% of my 42 person class) have IEPs and 504s.
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4/1/2023
Topic:
Students with Disabilities
Erin Cook
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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 who had Intellectual Disabilities, Developmental Delays, and Speech Impariments. She was a senior and wanted to participate in the Senior Awards night in a special way. I asked her if she wanted to sing or speak in front of our audience, and she rejected both options. However, I provided a twist. I told her she could stand with the Principal and be "Master of Ceremonies" with the Principal. She jumped at the chance to say a word or two and laugh with the principal. She did her best to sing all the songs that night and felt honored as one of my amazing Seniors. This same student was masterful at copying information given to her both auditorially and visually. Often, she would write what I wrote, or sing what I sang and then could tell bits and pieces of what it all meant. Her hard work paid off. She then went on to have a small part in the musical. |