“Simple adaptations and modifications to classroom routines can make a large impact on our students. ”
By Elise Hackl, CCSD15 Adaptive Music Teacher
For the past six years, I have taught adaptive music in the suburbs of Chicago. I teach several self-contained classes in various classroom settings, including the alternative school, with students from preschool through eighth grade. The students I work with have a variety of needs and range from those with severe physical and intellectual challenges to general education students. The most important thing I’ve learned over my teaching career is that how the classroom is organized often correlates with how much learning actually occurs during a lesson.
Often, students with disabilities require additional supports. When working with students with diverse needs, there is no one size fits all approach. However, almost any adaptation or modification we make for one student will likely benefit another. Adaptations are the ways in which we change the process of an activity. Modifications include changing the final product I am asking my students to complete. By adapting and modifying not only my lessons but also my classroom, I am able to provide an environment that meets the needs of all students. For me, the two main areas to focus on when creating an accessible, successful classroom center on routine and structure.
Having a consistent routine can be helpful for anyone. When we are structured and have a clear goal, we are able to work along a clear path. Writing the Core Arts Standards on the board for all students to see at the beginning of the lesson provides an outlined goal for all students to work towards. For some students, breaking down the goal makes it more attainable. For example, an “I Can” statement gives them an idea of what they should be learning. When even this step is too much for a student to handle, providing a simple task list may help them grasp the information. Below is an example of an adapted task list I might write on the board for a performing standard in grade 4:
Figure 1, Adapted Task List
Now consider a modified example of the same task. Rather than adapting the process, we can modify the expected outcome for the student. (goboardmaker.com/pages/software-trials)
Figure 2, Expressive Qualities Choice Board
When creating a routine, having a schedule of activities for students can provide a guide. For students who struggle with time management, staying on task, or anxiety, a schedule provides comfort and stability. If a unit requires independent work, a calendar is a good place to start. Listing basic due dates or breaking down one activity into simple tasks allows students to focus on one item at a time, ensuring they check everything off the list.
Figure 3, First-Then Schedule
A “first-then” schedule is useful for students who struggle with completing a task or waiting their turn. This schedule provides students the opportunity to think about one task at a time, while also giving clear directions of what is expected of them. For students who struggle with completing a non-preferred activity, this schedule helps to motivate them to complete a task with a preferred activity at the end.
Setting clear expectations is immensely important for all of our students. If students know exactly what is expected of them in order to complete a task, they will be more likely to engage in the task. The simple schedule above tells them what they need to do now in order to move to the next step. This also helps with goal-setting and procedural understanding. If a student is having trouble waiting to touch a mallet, this visual allows them to re-focus, use quiet hands and then get their turn to play.
If a student is simply not ready to engage in a task, consider offering them a break. Many times, teachers may feel that giving students a break can be distracting or take away from the lesson. However, a student who is not ready to learn will not learn. Allowing students the opportunity for a break can be the difference between a great day and experiencing negative behavior in your classroom. We generally do not know the facts leading up to a student’s experiences with the activity or what may have caused initial frustration. We often have many other students in the room. Thus, we want to help students self-regulate and get back to the task as best as they can.
Various strategies help students get ready to learn, including breaks inside or outside of a classroom. Sometimes, getting away from the physical space for a moment is enough to help a student get back on task. For example, a break pass allows students to leave the room for one-minute to cool off. A water pass encourages students to go get a sip of water. With a pass, the expectation of returning to class when finished is clear and the simple step outside of the space can help students engage in self-regulation.
If students cannot leave the classroom, there are still ways to integrate a break. A sensory corner gives students the means to self-regulate within the classroom. If there is enough space, comfortable seating with a divider goes a long way. If not, items like putty, fidgets, a soft pillow or smelly markers make a great break bucket that can fit anywhere. To take it a step further, have students complete a simple break sheet, shown in figure 4.
Figure 4, Break Sheet
A break sheet also holds students accountable. A break is not simply time away from a non-preferred activity, it is a learning experience. This break sheet encourages students to reflect on their thinking, noting what got them frustrated in the first place. If students need a little extra help dealing with frustration, this sheet can serve as a guide in the future.
If we want students to access materials, we need to give them the opportunity to do so. Providing labels in the classroom gives students independence in acquiring materials, as well as an avenue to learn something new. For students who have trouble recognizing an object, a label can assist in their success. Just as we post word walls around our classrooms, labels provide an image or physical object to go along with the word or concept. Students can begin to utilize musical terms with better understanding and have a reference when we are utilizing those terms in class. For students with higher needs, a word book can help even further. The word book allows students to match images to the real-time object, or have a list of words to choose from when attempting to come up with the right term. Word books can be used for students who cannot speak, are anxious to share in front of class, or have other needs.
For my students, I choose to use words that exist on our communication boards. Communication boards come in various means and sizes, focusing on the most common core vocabulary used for a specific age or grade level. Although this word book utilizes images from the Picture Exchange Communication System (PECS), any images can be used.
Figure 5, Word Book
Figure 6, Seating Choice Page
The physical space we use can also highly impact the success of a learner. Not only must we keep regulations in mind for students moving around the room, we also need to recognize that everyone has their own preferred method of learning. For some students, carpet squares give enough personal space and encourage them to stay in one spot. For other students, sitting may be uncomfortable. In my classroom, flexible seating has become a huge part of keeping my students engaged. As long as students are achieving the goal and participating in class, they are allowed to sit in a beanbag, on the floor, in a desk, or lean against the wall around the room. To keep students from constantly moving around throughout the day, I offer them a seating choice at the beginning of class. Younger students hand in a choice page as they enter the music room. They must utilize this option for the entire 30 minutes and because they made the choice, I rarely have any complaints.
Simple adaptations and modifications to classroom routines can make a large impact on our students. Most music educators have been creating adaptations and implementing modifications, possibly without even realizing it. We are not alone in our efforts and reaching out to the case manager or special education team can provide additional insight. When in doubt, utilizing instincts and ideas from past experience, along with creative thinking, goes a long way.
Elise Hackl is an adaptive music teacher in the Northwest Suburbs of Chicago working with individuals from preschool into adulthood. She received her undergraduate degrees in Music and Special Education from Illinois State University, a M.A. in Educational Technology from Concordia University Chicago and a M.A. in Music Education with a Special Education emphasis from Wichita State University in Kansas. When she’s not teaching, Elise loves traveling the world and working with the a cappella community.