Thomas J. West Music

Students with special needs are being included more and more in the public schools. Teachers often hear statements to the effect that music is a universal language, and music is great for everyone. As a result, students with disabilities are being included in music classes and lessons more often than other areas. Music is seen as an equalizer.Unfortunately music teachers aren’t always prepared, and sometimes a student is not a good fit for a particular class that fits in his or her schedule.

What is the Difference between Music Therapy and Adapted Music Education?

Music educators teach their students about steady beat, rhythms, singing onpitch, vocal technique, how to play instruments, and everything about how to play and perform music. Music therapists address physical,psychological, cognitive, and social goals, among others. Musictherapy is a related service and can be listed on a student’s IEP(Individualized Education Program). Music therapists can provide individual services to students, can provide services for entire classes in schools, and can collaborate with music teachers.

Visit the American Music Therapy Association to learn more about music therapy.

What About Autism?

The rate of autism has exponentially increased in the last 10 years. Autism now impacts approximately 1 in 110 children in America (1 in 70 boys) according to the December 2009 CDC statistics and has been labeled an epidemic by the CDC. Autism is a complex developmental disability that typically appears during the first three years of life and it can affect a student’s ability to communicate and interact with others. It is a “spectrum disorder" which means that affects individuals differently and to varying degrees. There is no known single cause for autism, but increased awareness can help families.

Sensory Issues

Students with autism may also have sensory integration issues, meaning that their sensory signals don't get organized into appropriate responses and that they may be over or under responsive in one or all of their sensory systems. We know the five senses, but there are also two others that we do not often think of. The proprioceptive system and the vestibular systems tell us where we are in space and if we are in motion. A disorder in one of these systems may cause a child to spin in order to crave more input or to calm his or her system.

For more information, visit The Sensory Processing Disorder Foundation.

So, Why Music?

As teachers, we have to adapt our methods to match our students’ learning styles. This just might mean a different focus to preparation in order to learn about the student’s strengths and needs, likes and dislikes. For example, if a student with autism is flapping his or her hands a lot in the elementary general music classroom, I would design activities to address that. I might use scarves, more movement, or a stretchy band. If a student has sound sensitivities, I might move him or her away from the speakers and the large drums. Earmuffs and/or ear plugs also work well.

Peer buddies in the upper elementary through high school years work beautifully since there are usually students willing to help out and be a buddy in music class. Some parts might need to be simplified in instrumental or choral music, or a different kind of visual representation might be needed (note names written in the notes or color coded music). Some students might need a colored transparency sheet over their music to help them with the glare from fluorescent lighting or they might need their music printed on a colored paper.

Although modifications may be needed for some students, others will not require any modifications in music class. Music teachers often use a multisensory approach to teaching naturally, are warm and welcoming,and use practice charts and reward systems. Being engaged with the students, making sure that the students understand the concepts you are teaching, and being consistent are all best practices in education for all students. Teaching in an inclusive setting can be very a very rewarding experience. Teaching individual lessons can be as well in many different ways. I have a number of students with disabilities who also have perfect pitch!

People First Language

You may have noticed that I used “people first” language throughout my writing. It is appropriate to say “a student with autism” or a“child with a learning disability”. It is important to remember that a student is a student first, not a disability first. Get to know the students first and you will find teaching success!

Visit this website to learn more about people first language.

Angela M. Guerriero, M.Ed., MA, MT-BC is the Founder and Director of Tempo! Music Therapy Services, an organization dedicated to promoting the emotional and social well-being of individuals, improving their quality of life through the arts. Their goal is to create a positive impact on the lives of children, adults, and families to help them achieve personal growth and self exploration in a creative way. We believe that every individual has an innate musical ability and it is our responsibility to build upon that ability to create positive changes and to help clients reach their goals.