An Introduction to Teaching Music to Children with Special

Needs

Ryan Hourigan Ph. D.

Ball State University

The Prism Project

Landscape of Special Education

1960’s Civil Rights Movement Desegregation Equal rights for all people

Pre 1970’s Invisible People

Institutions/no education

(Adamek & Darrow, 2005)

PL 94-142 or IDEA

• Six Basic Principles• FAPE (Free and Appropriate Education)• Nondiscriminatory evaluations• LRE (Least Restrictive Environment)• IEP• Parents have rights• Due Process

• Amended several times since (86,90,97,&04)

Inclusion/Mainstreaming

Why????? (From Class)

Inclusion “Meaningful participation of students with special needs in

general education classrooms”

Mainstreaming (older term) The inclusion of students with special needs into general

education for a portion of the school day(Lewis & Doorlag, p. 424)

Where do I begin?

“The Team” Participate in the

process

Seek out the document (IEP)

Adaptation of Instruction

Assessing your student Finding a baseline Setting appropriate goals

Also see IEP Other assessments in other areas

Are they at grade level?

Label-free approach

Communication

Cognition

Behavior

Sensory

Physical

Communication and Children with special needs

Communication

• Areas of concern:

• Receptive Language

• Expressive Language

• Cognitive Functioning

Receptive Language

• Receive, process, and decode information.

Receptive Language

Expressive Language

Expressive Language

•Ability to use symbols of language to express thoughts (Lewis & Doorlag, 2006)

Cognition

Receive Information

Understand and Process Information

Commit to Long Term Memory

Express Understanding

Other challenges

• Joint Attention

• Eye Gaze

• Echolalia

Adaptations: communicationAdaptations for Children with Special Needs: Communication

Adaptations for Educators

• Clear Instructions

• Longer Processing

Time

• Multiple Modes

• Communication Journal

• Technology

Adaptations for Educators

• Varied Responses

• Icons for Expression

• Watch for other signs of understanding

• Peer Support

Expressive LanguagePECS (Boardmaker)

Prism Stomp!

Reflective Question (with a partner)

How could you improve the learning environment for students with special needs in the area of communication?

Be prepared to share one example.

Cognitive Challenges and Children with special needs

Cognition

The ability of a student to receive, process, and commit information to memory

(Davis, Gfeller, and Thaut, 1999)

Cognitive Domain

Other Cognitive Challenges

• Weak Central Coherence

• Local rather than the global aspects

• “Drill down” on a topic

Theory of Mind

• Predicting Actions

• Figures of Speech

• Tone of Voice

• Facial Expression

Executive Function

• Multi-step Directions

• Processing Delays

• Remembering

• Motor Planning

Adaptations: Cognition

Adaptations for Educators• Self-assess your delivery of material

•Are there interruptions in the cognitive process?

•How is your pace?

•Affective Domain/Theory of Mind

BehaviorBehavioral and Emotional Challenges for Students with Special Needs

Behaviors/Meltdowns/Outbursts

• Typical causes:

• Communication

• Anxiety

• Attention Seeking

• Disruption in Routine

• Regulating Emotions

Reflecting on an Incident (Questions to ask yourself)

• Is there an antecedent?

• Is the behavior due to impulse control or

attention ?

• Routine change?

• Is the behavior interrupting learning?

Adaptations for Children with ASD: Behavior Positive Reinforcement

Personal Behavior Checklist

Found my folder/book

✔

Sat in my seat ✔

Followed Directions

✖

Kept my hands to myself

✔

Inside Voice X

Participated in music

✔

Lined up at the end of class

✔

5 Days of no “x”s = ???

4 Days of no “x”s = ???

Etc.

Positive Individualized Behavior Plan

Level 4 Level 3 Level 2 Level 1

Can have choice time with drums, computer, or music books

Can have choice time with drums or music books

Can have choice time with music books

No choice time

Move up:•Raising your hand before asking a question or making a comment•Following directions

Move down:•Talking back•Disrupting class (not allowing teacher to teach and other students to learn)

Physical DomainSensory and Physical Challenges for Students with Special Needs

Areas of Sensory Concern

• Tactile Sensitivity

• Visual Sensitivity

• Aural Sensitivity

OTHER SENSORY ISSUES you may not have thought of…

• Vestibular • Balance and Movement

• Proprioceptive • Body Position

Sensory Integration Disorder

• Often occurs in many persons with autism

• Sensory Input• Hyper/hypo

• Contributes to the issues previously mentioned (e.g., behavior)

Gross Motor vs. Fine Motor

• May affect things like instrument choice

• Movement activities

Instructional Environment

• Clear Routine

• Consistent Expectations

• Anxiety

• Impulsivity

• Positive Reinforcement

Challenges to Consider

Issues with InclusionPersons with disabilities are more likely to be behind in social development

Persons with disabilities are more likely to face social isolation

Persons with special needs encounter failure more often

(Lewis & Doorlag, 2005)

More issues to consider:The Family

Stress

Siblings

Difficulty engaging the community

Attitudes Previous Special Education System

Isolate and remove

Teachers and Adults From the old way Inform children

Information can change attitudes

Socialization of Children with ASD

Socialization Challenges for People with Autism

• Theory of Mind (revisited)

• Joint Attention (revisited)

• Affective Development

• Peer Relationships

Reflective Question (with a partner)

How could you improve the social environment for students with special needs (in your future classroom)? Be prepared to share one example.

The Prism Project: Hip-Hop Experience

Questions• Contact information:

• Ryan Hourigan, Ph. D. (rmhourigan@bsu.edu)• The Prism Project www.prismprojectbsu.org

Encore….?