TEACHING IDEAS AND SOLUTIONS FOR STUDENTS WITH SPECIAL NEEDS

I.






II.




III.

Develop a student centered inclusive music classroom A.

Classroom Management and students with special needs B.
Four Important Considerations
(1) Close supervision and monitoring
(2) Classroom Rules
(3) Opportunities to respond
(4) Contingent Praise Establish an atmosphere of compassion A.
Plan intervention strategies with classroom teacher and special education team B.
Practical Strategies
(1) Be aware of the Social Environment in your school
(2) Seating plan for socialization A resourceful and pedagogical approach A.
Key strategies
(1) Accommodations
(a) Adaptatiions that are used when it is believed that the child can learn at the same


level as other students in the classroom

(2) Adaptations

(a) Instructional tools and materials used to accommodate children based on their learning needs (a) Adaptations used with different curricular goals in mind in order for the child to achieve at the highest possible level.

(3) Modications

IV.
Incorporating the ve Disability Domains into the classroom
accommodations
A.
PECS: Picture Exchange Communication System
B.
Recognize micro steps of accomplishment for each new assignment
C.
Plan the teaching of musical elements for the entire class

(1)
Rhythmic Elements

(2)
Melodic Elements

(3)
Harmonic Elements

(4)
(Note) Reading Elements

(5)
Aural Elements

Page 1 of 3

TEACHING IDEAS AND SOLUTIONS FOR STUDENTS WITH SPECIAL NEEDS

V.

Positive Reinforcement Suggestions A.

Colored Stickers B. Awards designed to meet specic needs of the special student.

VI.
Curriculum Planning for students with special needs
A.
Modality

(a) Combine kinesthetic & visual elements

(b) Use raised textured board to show 5 line staff for students to touch

(c) Use movement activities to accompany learning experiences (d) Have students track measures in their music or a score while listening to a recording (e) Create 3-dimensional gures to represent abstract concepts

B.

Pacing
(a) (b) (c) (d) (e) Part revisions may be necessary Place only minimum information that a student needs to learn the music at rst. Some students may need to play only a portion of a piece @ rst Allow additional time for student to process information For students with sensory issues, it may be necessary to allow partial participation in a class period or performance (f) Students may need a combination or modalities plus additional time to learn a concept

C.

Size
(a) Use a large, bold font without decorative elements: create a large space for the staff (b) Use card or piece of paper to cover material not being studied at the moment (c) Project material onto an LCD screen - touch the image as concept is being explained

D.

Color
(a) (b) (c) (d) For students with dyslexia: colored transparencies placed over the music may be helpful Use gel highlighter to emphasize particular part, or section of a piece Color coding of notes Color coding to indicate rhythmic values or patterns

Page 2 of 3

TEACHING IDEAS AND SOLUTIONS FOR STUDENTS WITH SPECIAL NEEDS

VII.
Assessment of students with special needs
A.
Write clear, obtainable objectives for musical goals that are observable and

measurable

(a) Pitch Matching













(b) Reading (c) Rhythm Readiness

B.

Write clear, obtainable objectives for non-musical goals that are observable and measurable (EXAMPLES)
(a) (b) (c) (d) (e) (f) (g) (h) (i) Walk into the orchestra classroom Go to the instrument storage room Find instrument Get instrument, bow and rose from case Walk to folder cabinet Carry all materials (with assistance of aide) to collect chair and stand Place folder on stand Sit on chair etc.

VIII.
Realistic Expectations
A.
To read notes or not to read?
B.
How much practice time?
C.
To require memorization?
D.
Performance Anxiety?
E.
Involvement of parents in practice time
F.
Compared to rest of class, how much should I require for the student with

special needs to master?

Page 3 of 3