instructional adaptations for students with special needs in music

Instructional Adaptations for Instructional Adaptations for Students with Special Needs in Students with Special Needs in

MusicMusic

AdaptationsAdaptations

Any adjustment in the environment, Any adjustment in the environment, instruction, or materials for instruction, or materials for learning that enhances a student’s learning that enhances a student’s performance and allows for at least performance and allows for at least partial participation.partial participation.

– AccommodationsAccommodations– ModificationsModifications

AccommodationAccommodation

Used when the teacher believes that the Used when the teacher believes that the student can achieve the same level of student can achieve the same level of participation or accomplishment as the participation or accomplishment as the rest of the class, but just needs some rest of the class, but just needs some additional support.additional support.– May call for alteration ofMay call for alteration of

Formatting (oversized font, adapted instrument)Formatting (oversized font, adapted instrument) Setting (e.g., secluded space, extra 1:1 or peer Setting (e.g., secluded space, extra 1:1 or peer

help)help) Amount of time needed (e.g., extra practice time, Amount of time needed (e.g., extra practice time,

extra time to complete quizzes)extra time to complete quizzes) Type of response required (e.g., speak vs. write)Type of response required (e.g., speak vs. write)

ModificationModification

Used when the student is not able to Used when the student is not able to complete the same assignment or complete the same assignment or participate in the same way as the rest of participate in the same way as the rest of the class due to the nature of her/his the class due to the nature of her/his disabilities. Changes the standard of disabilities. Changes the standard of participation or extent of what an participation or extent of what an assignment or test measures.assignment or test measures.– Student may:Student may:

Only complete part of an assignment or testOnly complete part of an assignment or test Play or sing a specifically written part to meet Play or sing a specifically written part to meet

her/his abilityher/his ability Have the frequency or duration of her/his Have the frequency or duration of her/his

participation modifiedparticipation modified

Adapting Instructional Adapting Instructional Strategies/CurriculumStrategies/Curriculum

PARTICIPATION: Vary the level of participation PARTICIPATION: Vary the level of participation that is expected of a student.that is expected of a student.

INPUT: Adapt the way that instruction is delivered INPUT: Adapt the way that instruction is delivered to the student (Multimodal approach).to the student (Multimodal approach).

OUTPUT: Adapt how the students can respond to OUTPUT: Adapt how the students can respond to instruction.instruction.

DIFFICULTY: Adapt the skill level, type of problem, DIFFICULTY: Adapt the skill level, type of problem, or the rules on how a student may approach a or the rules on how a student may approach a task.task.


TIME: Adapt the amount of time allotted for TIME: Adapt the amount of time allotted for completing a task, taking a test, or learning a completing a task, taking a test, or learning a new skill.new skill.

ALTERNATE GOALS: While using the same ALTERNATE GOALS: While using the same materials for all students, adapt the outcome materials for all students, adapt the outcome expectations or goals.expectations or goals.

SUBSTITUTE CURRICULUM: Provide different SUBSTITUTE CURRICULUM: Provide different curriculum or instructional materials to meet an curriculum or instructional materials to meet an individual student’s needs (more severe individual student’s needs (more severe disabilities)disabilities)


ALTER THE ENVIRONMENT: i.e.. Managing ALTER THE ENVIRONMENT: i.e.. Managing the physical space to promote learning. the physical space to promote learning.

- Minimize distraction- Minimize distraction

- Seating arrangement (Proximity-- Seating arrangement (Proximity-Support)Support)

- Safety- Safety


ADAPTIVE INSTRUMENTSADAPTIVE INSTRUMENTS– Consider the physical demands of Consider the physical demands of

each instrumenteach instrument Size and weight (e.g., striking surface)Size and weight (e.g., striking surface) Fine vs. gross motor (grasping)Fine vs. gross motor (grasping) One hand vs. two handsOne hand vs. two hands Mallet vs. no-malletMallet vs. no-mallet Resistance: Force demands Resistance: Force demands Eye-hand coordinationEye-hand coordination Etc...Etc...

General StrategiesGeneral Strategies

Multi-Sensory (as much as possible)Multi-Sensory (as much as possible) High expectations (don’t underestimate)High expectations (don’t underestimate) Age appropriateness of Music (CA vs. MA)Age appropriateness of Music (CA vs. MA) Flexibility in the moment Flexibility in the moment Provide consistent structure Provide consistent structure Positive attitudePositive attitude Collaborate with other professionalsCollaborate with other professionals Provide accurate but supportive feedbackProvide accurate but supportive feedback Patience, sense of humor, warmthPatience, sense of humor, warmth

instructional adaptations for students with special needs in music

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