Strategies and Activities: Working with Special Needs Students

1. Strategies and Activities:Working with Special Needs Students Dr. Michelle J. Hairston, MT-BC East Carolina University hairstonm@ecu.edu North Carolina Music Educators Association Conference Winston-Salem, NC November 2013

2. Principles of Universal Design What is Universal Design? “A concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies.”(Assistive Technology Act of 1998, Section 3 (17); IDEA 2004).

3. Universal Approaches: Definitions and Principles • Equitable use: The design is useful to people with diverse abilities. • Flexibility in use: The design accommodates a wide range of individual preferences and abilities. • Simple and intuitive use: Use of the design is easy to understand, regardless of the user’s experience, knowledge, language skills, or current concentration level. • Perceptible information: The design communicates necessary information effectively to the user, regardless of ambient conditions or the user’s sensory abilities. Example: Spoken sequence of instructions is also presented visually.

4. Definitions and Principles Cont. • Tolerance for error: The design minimizes hazards and the adverse consequences of accidental or unintended actions. • Low physical effort: The design can be used efficiently, comfortably, and with a minimum of fatigue. • Size and space for approach and use: Appropriate size and space is provided for approach, reach, manipulation, and use regardless of the user’s body size, posture, or mobility. Ron Mace, Center for Universal Design, North Carolina State University. Universal Design of Instruction (UDI) Principles, Center for Universal Design (CUD), http://www.deswign.ncsu.edu/cud/

5. Universal Design for Learning (UDL) Definition: “Framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.” Universal Design for Learning (UDL) Framework, Center for Applied Special Technology, CAST , http://www.cast.org/udl/

6. So what does all this mean for the special learner? Universal Design for Learning gives: • Multiple means of representation(options for perceiving and comprehending information). • Multiple means of action and expression (options for learners to navigate a learning environment and express what they know). • Multiple means of engagement (options to capture learner’s interest, challenge appropriately, and motivate).

7. Tips to maintain a well-managed, inviting classroom are: • Keep rules short and to the point-have students help make the rules. That way they are more invested in what is appropriate and what is not. • State rules in a positive manner. Ex. Rather than ‘don’t talk’, simply say, ‘listen’. • Kindly remind students of the rules. Do it often, and NOT just when rules are being broken. Special needs students, particularly, need to be reminded often. • Notice students who are following the rules and point them out-using them as examples. • Follow through with consequences. All students will test you. They are looking to see if you will enforce the rules or let them ‘slide’. Once a student sees that you are indiscriminate in reinforcing the rules, you will have no management of the classroom, creating an atmosphere of chaos.

8. Tips • Make sure you, as the teacher, have realistic expectations. Do not plan activities way beyond the capabilities of the special needs student. Be mindful that it is developmentally appropriate as well as age appropriate. • Find ways to avoid behavior problems-make the student with behavior problems be the ‘helper’ for you. Have that student hand out papers, take roll, hand out instruments, collect the instruments-whatever it takes to be involved in a positive way. • Look at the attitude you have in class-would you want to be in your class?

9. Intellectual Disabilities Characteristics: • Occurs during the developmental period (conception-18) • Cause known only for 40-50% of cases • Limitations in both intellectual functioning and adaptive skills New Definition: • Supports needed to make the individual successful • New terminology: Intermittent Limited Extensive Pervasive

10. IN THE CLASSROOM • Use REPETITION • Give PRAISE • ENCOURAGE CREATIVITY, INDEPENDENCE, MAKING CHOICES • Gear activities to SOCIAL AND MENTAL AGES • Music activities should be ACTIVITY BASED

11. Behavior Disorders External Behaviors: • Shows aggression toward objects or persons • Argues excessively • Bullies others-physically or verbally • Noncompliant with reasonable requests • Persistent patterns of stealing, lying, and/or cheating • Shows lack of self-control and acting-out behaviors • Throws tantrums • Hits, spits, scratches, bites • Throws objects • Sets fires • Harms animals • Early sexual activity

12. Behavior Disorders Internalizing Behaviors • Plays alone • Suddenly or frequently cries • Complains of severe headaches or other somatic problems (stomach aches, nausea, dizziness, vomiting) as a result of fear or anxiety; SCHOOL PHOBIA • Rarely speaks • Has problems with sleeping or sleeping too much, daydreaming • Shows little affect or sad affect, depression • Expresses feelings of worthlessness • Is excessively teased, neglected, and/or avoided by peers • Shows signs of physical, emotional, and/or sexual abuse • Exhibits withdrawal, avoidance of social interactions, and/or lack of personal care to an extent which prevents the development or maintenance of satisfactory interpersonal relationships.

13. Autism Characteristics: • Developmental Disorder that appears before the age of 3.(Other DD are intellectual disorders (mental retardation), epilepsy, and cerebral palsy). • Extreme withdrawal from contact with people • Obsessive need for sameness in the environment • Skillful manipulation of objects • Can have physical appearance of intelligence • Speech pathology from bizarre to mutism Music Activities should include: • Gross motor skills • Language skills, from very basic to more advanced • Social skills Echo and Improvisational Techniques work very well

14. Learning Disabilities Characteristics: • Students learn in uneven patterns and have uneven areas of ability • They are inefficient learners; They ARE NOT slow learners. • Short attention span • Poor memory • Difficulty following directions • Inability to discriminate between/among letters, numerals or sounds • Poor reading and/or writing ability • Problems with eye-hand coordination • Difficulties with sequencing • Disorganization • Other sensory difficulties

15. Strategies in the Classroom • Speak in short sentences • When giving directions: • Be specific • Give one direction at a time • Speak slowly • Review directions exactly the same way each time; and • Ask target child to review directions as s/he understood them • Use nonverbal cues, such as gestures • Eyes here; Listen carefully • Wait • Limit number of instruments used • Reduce number of ostinatos or accompanying rhythm patterns (No more than 4) • Provide extra time for response in call-and-response4 or echo-type activities • Simplify language & articulation in songs or chants to a level that target child can handle • Faulty kinesthetic perception-use a mirror when moving to music