Teaching Strategies for Performers with Special Needs Ryan Hourigan Ph. D. rmhourigan@bsu.edu

Understand the Performance Environment Big Room Sound Lights Crowd

Understand the Performance Environment Allow the student to explore the room without all parties present Pictures and picture schedule Meaningful performances

The Performance Allow some students to come late and leave early based on their needs Sitting for long times in the audience can be very difficult

Adaptation and Accommodation of Instruction (cont.) “Think outside of the box” Learning styles Aural/visual etc. Practicing Jason anecdote Communication issues

Adaptation and Accommodation of Instruction (cont.) Curriculum Appropriate Placement Eligibility Offer a place for all students Every ensemble experience is not the place for all students

Adaptation and Accommodation of Instruction (cont.) Appropriate Goals for Performance Portions of Music Careful of how this is done (stage) Smaller assessment assignments Same concept/less material Provide music to students as far in advance as possible Include recordings

Adaptation and Accommodation of Instruction (cont.) Alternative Practice Strategies Videotape Smart Music and other technology Peer coaching or tutoring Your best students

How can we assist with these issues? “Setting the tone” in your ensemble Model acceptance Understand your reputation Share e-mail Families Hi Ryan, I was surfing the web and found you on the Ball State Web Page. I wanted to share with you Jacobs progress in Band. He is now in 9th grade and just completing his first season of March Band. I have attached a few pictures from a recent performance. Being in Marching Band has been a wonderful experience for him but not without a few glitches along the way. He did not know until the first day of school that he was in the Marching Band. It appears that his teachers "Forgot" to add him to the 9th grade class list so he was not invited to attend Band Camp or the 6 weeks of practice prior to the start of school. When school started he showed up for band and was informed he was in Marching Band. Of course the teachers suggested that since he was now so far behind maybe he should drop band. The Director of Special Ed stepped in and told the Band Director that he screwed up and needed to fix this to Jacobs satisfaction. We told Jacob it would take ALOT of work to catch up and gave him the option to stay or leave and he chose to stay. He has been working with UM Student Dave Tenerelli for the past year and Dave offered to spend extra time to help him learn the drills and music. Well, after 5 weeks of practice he was in his first halftime performance last week. The process of Marching and Playing is quite challenging for him but he has done a great job. He is thrilled to be part of the Band and is enjoying the experience of making new friends and having fun. Everytime I see him in his uniform playing, I can't believe how far he has come and we are very proud of him. You would be thrilled, he no longer has puffy cheeks! Your boys must be getting big. How are they doing in school? Hope all is well with you and your family. Michelle McCarthy

Peer Assistance Peer coaching/assistants

Learning communities Information can change attitudes Our society consists of many kinds of people Our ensembles are microcosms of society

Conclusion My research

Concluding Thoughts All of this is highly contextual Consultation This is not an exact science Consult the team Do not perpetuate exclusion from performance Trust your musicianship