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Guiding EAs in Supporting Special Needs Students in the Music Class.

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Presentation on theme: "Guiding EAs in Supporting Special Needs Students in the Music Class."— Presentation transcript:

1 Guiding EAs in Supporting Special Needs Students in the Music Class

2 Introduction…  Bill Quinn – Developmental Music Teacher  Louis Riel School Division 2006-present

3 The Arts Can Make a Difference Music Educators need to inform Educational Assistants so they are are aware of the power of music and the profound effect it can have on students in a music class for all learners.

4 From the research… “Music is communication…but more than not it is, or functions as, nonverbal communication. It is the wordless meaning of music that provides its potency and value. There would be no music and no need for it if it were possible to communicate verbally that which is easily communicated musically.” -E. Thayer Gaston

5 Research Music stimulates all 5 senses and involves the child at many levels. This ‘multimodal approach’ facilitates many developmental skills. -AMTA website

6 Some IEP Goals in Music Classes  Self-regulation  Social Interaction  Listening skills  Staying on task  Expressing emotion  Communicating with peers, their teacher, and their EA  Support growth in their IEP Are just some of the areas in which students can work toward goals identified in their IEP

7 Things EA’s do that music teachers love… Whether a student is in a music class, guitar group, choir, in the musical or in the band, Educational Assistants and their positive participation and support is crucial for the continued engagement of their student(s).  Model desired behaviours by participating actively and enthusiastically  Sit or move about the room as the activity directs in order to assist all students.  Allow students enough time to perform expected task  Redirect inappropriate behaviour  Correct students ”up close and personal”

8 And…  Tell the music teachers about any unusual problems before class begins  Ask questions to clarify instructions  Give suggestions on how materials may be adapted for individual students  Serve as communication link between teachers  Outside of music class, make/adapt materials so all children can fully participate  Teach prompting/assisting skills to peers. Model the interaction, then allow classmates to interact

9 What the Research tells us…  The following goals found in many IEP’s can be worked toward by students supported in performing arts classes:  Motor – fine and gross motor skills (James, Weaver, Clemens & Plaster, 1985)  Communication – from speech therapy to self-expression (Galloway, 1974)  Social-Emotional – to reinforce positive interaction and acceptance of students with multiple challenges (Jellison, Brooks, & Huck, 1984)  Cognitive academic or pre-academic – helping students learn to write and achieve correct mathematical responses (Fraser & Dorow)  Music itself – to support behavioural challenges through sequential programming and to teach music skills (Steele, 1984)

10 Things that drive music teachers “out of tune”  Not being on task (reading the paper, eating etc.)  Looking bored, disinterested, irritated, or sleepy  Discuss a student in front of another student  Shout instructions or corrections to students during class  Use discipline that conflicts with that of the music teacher  Use rude, condescending, or irritated voices when addressing students  Take it personally when your student does not perform well Hughes et al, 2002

11 Developmental Music Developmental Music is based on these five stages: 1.Responding to the musical environment with pleasure 2.Responding to the musical environment with success 3.Learning musical skills for successful group participation 4.Investing in group musical processes 5.Applying individual and group musical skills in new situations (Peters, Music Therapy: An Introduction, 1987)

12 Successful Transitions  Strategies to successfully bring your students to and from music classes  Poems  Short Songs  Boardmaker symbols/Lyrics  Manipulatives/plush animals  Books

13 K-8 Music Class  Advocacy for your student  Active positive participation  Positive, positive, positive  Reward all effort initially

14 Advocacy in the Music Class How can you advocate for your student?  Seating choice – close to teacher and close to student leaders  Choice of instruments  Adapted instruments if available  Photocopy enlarged scores  Appliances  Big Mac

15 Let’s try…  STOP and START cards  Boardmaker symbols for lyrics  Instrument choice  Face-to-face to encourage communication and engagement by student  Hand over hand only when necessary

16 Let’s Make Music!  Twinkle, Twinkle  The path to hand over hand  Visual Contact  Patience – yours and your Educational Assissant

17 Guitar  Open tunings – music teacher can teach Eas how to use a tuner  Coloured dots on neck of the guitar to use with open tuning (changes)  Coloured dots on music – can add more for increased difficulty

18 Band  Coloured dots on music.  Enlarge scores  Adaptations – mouthpiece, neck holders, instrument holders (can the Shops teacher in your division help you alter or mae supports?)  Percussion  you can hold the mallet or the instrument and move it to the beat.  Hand over hand if necessary

19 Choral  Enlarge scores  Dots on music  Braille arrangements  Sign Language  Placing student next to high achieving students  Tapping beat on shoulder/hand  Refocusing on conductor  Movement

20 Adaptations for Blind Students  Braille music  Karaoke type backtracks  Sensitivity to sound – placement of where they sit- they may need headphones

21 Adaptations for Deaf Students  Seat them near the front  There is music available in sign language.  It’s a Beautiful Day  Chicken

22 Questions??

23 High School  Participation not just attendance  Rehearsing outside arts classes  Enhancing the experience of the Art Form  Using technology to support learning  Use of iPods, iPads, iPhones and YouTube for examples of songs/rehearsals  Apps

24 Let’s Talk!! 1. What has worked well for you in music/band/choir/dance? 2. What are your concerns about supporting your EAs in music classes?

25 Some Resources  Clinically Adapted Instruments for the Multiply Handicapped Clark and Chadwick Magnamusic- Baton 1980  Group Music Activities Ramey, M. Jessica Kingsley Publishers 2011  Pied Piper: Music Activities to Develop Basic Skills. Bean, J. and Oldfield, A. Jessica Kingsley Publishers 2001  Music Therapy: Another Path to Learning and Communication for children on the Autism Spectrum. King, B. Future Horizons Inc. 2004

26 Goodbye Song 


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