Maximizing Learning:

Reaching the Special Needs Student Through MusicI. Why is it so important to teach music to students who have learning disabilities?

A. Music and art enhance learning for childrenB. The power of music and art is something people can relate to, even if they have

a physical or cognitive disabilityC. Music has been shown to benefit the quality of life in people/students that have

mild, moderate, or severe disabilitiesD. Some students with learning differences often have an interest in technology

and music, and teachers that make this link can access more learningII. Components to consider when teaching music

A. Accommodations 1. Accommodations for a specific student must be tailored to the individual

(a) Accommodations are prepared by the special education staff, with feedback from the A.R.D. team

(b) Any and all accommodations must be met by the general education teacher, with regards to the I.E.P. or 504

(c) The A.R.D. (Admission, Review, Dismissal) committee consists of the parent/guardian, special education teacher, special education staff, the general education teacher, counselor, and principal (or vice/assistant principal)

2. Accommodations are being used in today’s educational world for a host of learning differences and disabilities

B. Different types of accommodations in the general music setting can vary from one student to another. Some examples are:1. Read aloud what you write on the board

(a) Be aware some students may not be able to read(b) Create a specific plan of how you are going to reach students who can’t

read2. Make a template of a song you want to learn, type out just the lyrics and

color code each item, i.e.: verse = green; chorus = red; bridge = blueC. Different disabilities require different accommodations and modified instruction

1. No student is the same 2. Spoken and written language3. Visual perception and processing4. Auditory perception and processing

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5. Information processing speed6. Abstract reasoning

D. Modifications are different from accommodations1. Modified instruction: a change in what is being taught or expected from the

student (must adhere to I.E.P.)2. Assignments can be adjusted (modified) to fit the I.E.P. or 504, so the student

doesn’t become overwhelmed 3. Modifications need to be individualized for the student, based upon their

needs, personal learning style, and interest(a) Getting special equipment or teaching materials(b) Identify the types of modified program instruction, in conjunction with

the special education departmentIII. What is IDEA?

A. Individuals with Disabilities Education Act1. Original federal special education law was “The Education of All Handicapped

Children Act”2. U.S. Congress reauthorized the law in 2004 and renamed it “The Individuals

with Disabilities Education Improvement Act of 2004”3. IDEA 2004 went into effect July 1, 2005

B. Why is it important to recognize IDEA in the classroom?1. IDEA ensures all children with disabilities have available to them a Free And

Appropriate Education (F.A.P.E.)2. F.A.P.E. should emphasize special education and related services that directly

benefit the studenta. The related services and benefits should meet their needs according

to the I.E.P. b. The outcome of any student receiving a F.A.P.E. should be designed

with long term goals(1) Prepare for further education(2) Prepare for further employment(3) Prepare for independent living

IV. I.E.P., and 504: What is the difference?A. Individualized Education Plan (I.E.P.)

1. A personal lesson plan that benefits the student and teacher when acquiring new knowledge in the classroom setting

2. Legal document that must be followed in the classroom, including specials and electives

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3. An I.E.P. specifically sets out clear goals, objectives, and measures for every student

B. 504 Plan1. Refers to section 504 of the Rehabilitation Act and ADA (Americans with

Disabilities Act)2. Specifies that no one with a disability can be excluded from participating in

federally funded programs or activities which includea. Elementary schoolingb. Secondary schoolingc. Post-secondary schooling

3. “Disability” in this specific context refers to a “physical or mental impairment which substantially limits one or more major life activities”

V. How to teach students who have a learning disabilityA. Understand the special needs learner

1. Teaching concepts should incorporate and focus on how each student learns besta. Visual vs. auditoryb. Perception vs. processing c. Spoken vs. written

2. Encourage students to build upon their knowledgea. Realize that even if knowledge is limited, you can still encourage every

studentb. Understand as a teacher that the special needs learner can feel

overwhelmed in the general education classroom(1) Let special needs students know what is coming next(2) Have a set schedule

(a) This may include a picture/visual schedule(b) Work with the special education teacher to create a schedule for

your special learners(c) Talk to your students when there is expected change in the

schedule(3) Make sure you have a great working relationship with the special

education teacher(4) Students with learning differences tend to be concrete learners

B. Controlling factors of students with disabilities1. Most students with learning disabilities attempt to control their world2. Students establish their own inward protecting rules and routines regarding

the way they want to do things or have things donea. Students may want to sit in a certain placeb. They may want to wear certain clothesc. Eat certain foods

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3. Controlling factors can be considered to be self-defensive behavior4. Teachers should learn these eccentricities to use them as motivational tools

a. This can enhance intellectual and social developmentb. If not used as motivational tools, they can become detrimental to the

students’ inclusion in the social world they live inC. Using music to help students in daily life, inclusion, and socialization

1. Broadens the scope of students’ interaction with their peers, community members, other teachers, and others in general

2. Builds a community of learningVI. Reverse Mainstreaming: Can it work?

A. Reverse mainstreaming: How students from general education join students with disabilities in a music (or any specials/elective) class1. Learning could be best achieved in a modified “universal music class”2. There is no blueprint for a universal music class in Texas

B. How can we encourage teachers to be a part of this new idea?1. Outline a class that uses musical concepts with music therapy ideas2. Ask other music teachers for input (district-wide)3. Explain what inspires you as a music teacher4. Offer a blueprint of a basic curriculum outline with accommodations and

modifications5. Reach out to special education teachers and staff. Ask them how they would

outline a curriculum with modified instruction in the music classroom6. Document all resources used and state where teachers can access them

C. How do you assess students through the modified music curriculum?1. There are different measures when it comes to assessing the special

education studenta. General observationb. Informal assessmentc. Have aides write down what the student says/singsd. Formal data collection

2. Four principle areas of music and education should be considered when giving an actual grade to the special needs learnera. Socializationb. Movementc. Rhythm and instrumentsd. Listening and communication

3. Factors to consider when grading the special needs learnera. Behavioral Intervention Plan (B.I.P.)b. I.E.P.c. 504 Pland. Language barriers

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D. Modified instruction in the general classroom setting1. Give clear instruction2. I use Robert’s Rules as a guide for students

a. Be in the right place at the right timeb. Have all necessary supplies and materialsc. Follow instructions of anyone who is in charged. Keep your hands and your comments to yourself

(1) Sometimes this is not attainable with special needs learners(2) Give a clear picture of what you expect from all students(3) Outline, show, and verbally tell students who have a behavioral issue

what you want out of them(4) The behavior may be a manifestation of their disability

3. Structure rules to fit each student’s learning differencesa. Use pictures and words to break down the stepsb. Break down each step for your students on the first day of schoolc. Beginning early gives you needed tools to create an environment with

structure and clear disciplined. Directions should be given with one and two step instructionse. Realize you may have transfer students mid-semesterf. Do not change the rules for students, unless something just clearly isn’t

working(1) This should be a last resort(2) Change your teaching strategy

g. Show your students what you want through modelingh. Begin with the basics if teaching music to a first year student

(1) Building basic knowledge may take time(2) Don’t forget reading and understanding music on a staff isn’t learned

over night(3) Repetition is a key concept of learning for those with autism

i. Get to know ALL your studentsVII. Ideas about sample course objectives for the special needs learner

A. Identify higher/lower, louder/softer, and same/different in music performances1. Have students compare notes on a keyboard/piano

a. Show them high C vs. low C on the pianob. You can also sing high/low pitches to show contrast

2. Build music knowledge by offering hands-on learninga. Use your blacktop outside as a working staffb. Let students create the staff with sidewalk chalkc. Have other students create the keyd. Let remaining students fill in notes (or act as the note on the staff)

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3. Inside the classroom, have students compare and contrast different pitches on Orff instruments (higher/lower, louder/softer, etc.)

B. Create activities that encourage student learning in a group setting1. Pair a gifted student with a student that has a learning disability

a. Students can apply to be a peer mentorb. If peer mentoring isn’t available at your school, recommend it to your

Principal and administration2. Groups should not be greater than 4 students3. You will be amazed at what each student learns from each other through

peer mentoringa. Empathyb. Respect from both sidesc. A new way of learning/thinking outside the box

C. Students learn different ways: technology is becoming mainstream 1. Incorporate music technology, if available2. iPads are becoming readily accessible in many self-contained special

education classesa. There are many ways (grants and scholarships) to receive an iPad b. Many companies give away iPads to teachers who incorporate

technology into their curriculumc. Students that have autism can apply for a free iPad through Autism

Speaks 3. If technology is not available to your students, create learning experiences

through YouTubea. YouTube gave my son a voiceb. There are many videos on YouTube that can benefit the learning disabled

student(1) School House Rock(2) A Cup Fills Up (3) Capacity Song For Kids: Measurement Video For Elementary Students

(a) Worksheets available to teachers(b) Appropriate for 2nd—5th graders, and/or learning disabled

studentsc. Show your students great performances of groups or individuals via

YouTubed. YouTube can give your students instant access to what you want them to

sound and look like(1) In tune(2) Blending(3) Visually stunning(4) Shows your students the end product

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e. Many students with autism learn by repetition and visual cues: YouTube is a great outlet for them to utilize repetition at their own fingertips!

4. Take these steps if YouTube is not accessible through your schoola. First work with your computer technologist at your school (if you have

one), because it may just take a few adjustments to enable YouTubeb. Second step if first step doesn’t work: download what you want your

students to watch on YouTube at home, and burn it to a CD or a hard drive. You can upload this document at work for your students to watch while at school

VIII. What is TI:ME?A. Technology In Music EducationB. TI:ME inspires the best possible teaching of music through technologyC. TI:ME gives you the tools to collaborate instead of re-inventing the wheelD. Why do you need TI:ME?

1. You make valuable business contacts through TI:ME2. Knowledge acquired and learned through TI:ME can be applied in the general

population settingIX. Resources

A. Procedural Safeguards1. Outlined by District, State, and Federal law2. State: Federal overrides State law3. State overrides District policy and law

B. Found in Wright’s Law as a statute: http://www.wrightslaw.com/idea/law/section1415.pdf

X. Bibliography and Resources:A. Wright, Peter W.D., Esq. and Wright, Pamela Darr, MA, MSW. Wrightslaw:

Special Education Law 2 nd Edition. 1999 Hartfield, Virginia: Harbor House Law Press, Inc., 2014.

B. --- From Emotions to Advocacy Second Edition. The Special Education Survival Guide. 2002 Hartfield, Virginia: Harbor House Law Press, Inc., 2013.

C. Wright, Peter W.D., Esq., Wright, Pamela Darr, MA, MSW, and O’Connor, Sandra Webb, M. Ed. Wrightslaw All About I.E.P.’s, Answers to Frequently Asked Questions about IEPs. 2010 Hartfield, Virginia: Harbor House Law Press, Inc.

D. Hamel, Alice, M., and Hourigan, Ryan M. Teaching Music to Students with Special Needs: A Label-Free Approach. New York: Oxford University Press, 2011.

E. YouTube: https://www.youtube.com/user/F. MusicFirst: https://musicfirst.com/G. http://musiced.nafme.org/interest-areas/collegiate-advisory-council/strategies-

for-working-with-special-needs-students-in-the-general-music-classroom/ H. Idea.ed.gov

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I. www.parentcenterhub.org/repository/modifications-personnel/ J. https://www.Understood.org/en/school-learning/evaluations/choosing-not-to-

have-child-evaluatedK. www.naset.org/3717.html L. www.specialeducationguide.com/pre-k-12/what-is-special-education/the-

importance-of-the-assessment-process/M. http://www.wrightslaw.com/idea/law/section1415.pdf

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