Meet My Needs: Special Learners in the Elementary Music Classroom

1. Meet My Needs: Special Learners in the Elementary Music Classroom A Panel Discussion led by: Cathy Estrada, Los Lunas Public Schools & Amy K. Anderson, Rio Rancho Public Schools

2. Inclusion: • Least Restrictive Environment • All Day/ Partial Day/ Specials Only • Any and All Students will be in Music Class • All students have the right to free and appropriate education

3. Be “In the Know” • Know your students • Know the accommodations • Know your SpEd faculty • Communicate with SpEd Staff • Know your administration • Know the law • Know your environment • Know your content

4. Introduction of the Panelists • Emily Steinbach • Lisa O’Riley • Stacy Mueller • Lois Cook • Lizzie Wenrich

5. Stacy Mueller: Students with Hearing Impairements Environment & Technology: • Teach in a room that does not have an echo. • Minimize background noise. • Hearing aids and cochlear implants vary in how they process different frequencies. • Students could be sensitive to certain pitches or timbres (metal, wood…) •  Single instruments or singers/speakers are easier to follow. • The more percussive or staccato the sound, the easier to distinguish. • Is it ok for them to touch speakers or remove shoes to feel vibration?

6. Students with Hearing Impairments Continued: Impact on Instruction • Use arms and facial expressions. Be as visual and expressive as possible! Face student and try not to constantly travel! • Consider sitting in a semi-circle for line of sight. • Insist that only one person speaks at a time. • May need to repeat directions or song phrases additional times. (develop an understated signal with student) • Provide words to songs, icons to follow and listening maps for all listening selections.   • Establish beat and give instructions prior to creating or listening to music. • Don’t give directions or talk about the music while it is playing.

7. Emily Steinbach: Students with Emotional Disturbances • The I.D.E.A. (Individuals with Disabilities Education Act) defines emotional disturbances as: • “…a condition exhibiting one or more of the following characteristics over a long period of time ….that adversely affects a child’s educational performance: • An inability to learn that cannot be explained by intellectual, sensory, or health factors. • An inability to build or maintain satisfactory interpersonal relationships with peers and teachers • Inappropriate types of behavior or feelings under normal circumstances. • A general pervasive mood of unhappiness or depression. • A tendency to develop physical symptoms or fears associated with personal school problems.”

8. Characteristics of Behavior According to the National Alliance of Mental Illness, common characteristics include: • Hyperactivity • Aggression • Withdrawal • Immaturity • Learning difficulties • Distorted thinking, abnormal mood swings, excessive anxiety, bizarre motor acts

9. Creating a Meaningful Music Experience for Your Students A Survival Checklist: • Meet with classroom teachers before first lesson, get IEP’s and more specific info from teachers. • Meet with EA’s one on one to discuss their role and importance to the success of the student and music lesson – intervention, etc. • Remain calm at all times and DO NOT TAKE IT PERSONALLY! Let go of expectations for “normal” behavior. • Remain kind and compassionate even if on the inside you are also screaming!

10. 5. Day one, establish class culture, rules, procedures- create rapport. 6. Create a daily routine chart or behavior chart for your music lesson. 7. Create an emotions chart to monitor behavior. Children will monitor their own feelings and assess their own emotional state. 8. Create a rewards program for your class: stars, smiley faces, stickers, etc. 9. Create opportunities for student leaders in each lesson or activity. 10. Drum and play games every lesson!!!!!!

11. Lisa O’Riley: Vision Impaired Students *Be Inclusive – They want to “see” what’s going on! *Be Proactive – Take time to help them. *Be Creative – There are many different levels you will encounter. *Teach via the auditory modality when you can. *Be Sensitive – Use encouraging words.

12. Lois Cook: Vocally Impaired Students • Know students as individuals. • Adapt to the needs of the class as a whole, or a particular student. • Eye contact • Love and respect them for who they are and what their potential is. • Modify lesson plans as the day requires (be flexible). • Weekly repetition with the addition of something new • Collaboration with their other teachers, P. E., therapists etc. • Bilateral hand coordination skills • Combination of fine and gross motor skills • Sequencing tasks • Visual, tactile, hearing and movement cues • “Think outside the box”. • And did I mention do it again and again and again…

13. Lizzie Wenrich: Students with Autism Helpful Tools • Be Consistent • Placement • Lesson Structure • Have Short and Direct Instructions • Repetition • Be Sensitive • special spot, head phones, no thank you

14. Q & A Do you have any questions for our panelists?

15. Concluding Remarks “Teachers and other service-providers sometimes worry if a student does not appear to be responding to music. They needn’t worry. If music is in the setting, and the student is there, something is happening. Before a student can respond, music must “go in” and that takes time. Music exists in time. Nothing musical or extra-musical can come out in the form of response until the music is “in”. Sometimes the response is immediate; sometimes it takes hours, days, even months. But the process is in effect, even while nothing seems to be happening.” Betty Welsbacher