1. Teaching Strategies for Performers with Special Needs
Ryan Hourigan Ph. D.

2. Understand the Performance Environment
Big Room
Sound
Lights
Crowd

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

4. 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

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

6. 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

7. 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

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

9. How can we assist with these issues?
“Setting the tone” in your ensemble
Model acceptance
Understand your reputation
Share
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

10. Peer Assistance
Peer coaching/assistants

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

12. Conclusion
My research

13. 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