1. An Introduction to Teaching Music to Children with Special Needs Ryan Hourigan Ph. D. Ball State University

9. The Prism Project

10. Landscape of Special Education  1960’s Civil Rights Movement  Desegregation  Equal rights for all people  Pre 1970’s  Invisible People  Institutions/no education (Adamek & Darrow, 2005)

11. PL 94-142 or IDEA Six Basic Principles FAPE (Free and Appropriate Education) Nondiscriminatory evaluations LRE (Least Restrictive Environment) IEP Parents have rights Due Process Amended several times since (86,90,97,&04)

12. Inclusion/Mainstreaming  Why????? (From Class)  Inclusion  “ Meaningful participation of students with special needs in general education classrooms ”  Mainstreaming (older term)  The inclusion of students with special needs into general education for a portion of the school day (Lewis & Doorlag, p. 424)

13. Where do I begin?  “The Team”  Participate in the process  Seek out the document (IEP)

14. Adaptation of Instruction  Assessing your student  Finding a baseline  Setting appropriate goals  Also see IEP  Other assessments in other areas  Are they at grade level?

15. Label-free approach Communication Cognition Behavior Sensory Physical

16. COMMUNICATION AND CHILDREN WITH SPECIAL NEEDS

17. Communication Areas of concern: Receptive Language Expressive Language Cognitive Functioning

18. Receptive Language Receive, process, and decode information. Receptive Language

19. Expressive Language Ability to use symbols of language to express thoughts (Lewis & Doorlag, 2006)

20. Cognition Receive Information Understand and Process Information Commit to Long Term Memory Express Understanding

21. Other challenges Joint Attention Eye Gaze Echolalia

22. ADAPTATIONS: COMMUNICATION Adaptations for Children with Special Needs: Communication

23. Adaptations for Educators Clear Instructions Longer Processing Time Multiple Modes Communication Journal Technology

24. Adaptations for Educators Varied Responses Icons for Expression Watch for other signs of understanding Peer Support

25. Expressive Language PECS (Boardmaker)

26. Prism Stomp!

27. Reflective Question (with a partner) How could you improve the learning environment for students with special needs in the area of communication? Be prepared to share one example.

28. COGNITIVE CHALLENGES AND CHILDREN WITH SPECIAL NEEDS

29. Cognition The ability of a student to receive, process, and commit information to memory (Davis, Gfeller, and Thaut, 1999)

30. Cognitive Domain Receive through sensory receptors Understand and process information Commit to long term memory

31. Other Cognitive Challenges Weak Central Coherence Local rather than the global aspects “Drill down” on a topic

32. Theory of Mind Predicting Actions Figures of Speech Tone of Voice Facial Expression

33. Executive Function Multi-step Directions Processing Delays Remembering Motor Planning

34. ADAPTATIONS: COGNITION

35. Adaptations for Educators Self-assess your delivery of material Are there interruptions in the cognitive process? How is your pace? Affective Domain/Theory of Mind

37. BEHAVIOR Behavioral and Emotional Challenges for Students with Special Needs

38. Behaviors/Meltdowns/Outbursts Typical causes: Communication Anxiety Attention Seeking Disruption in Routine Regulating Emotions

39. Reflecting on an Incident (Questions to ask yourself) Is there an antecedent? Is the behavior due to impulse control or attention ? Routine change? Is the behavior interrupting learning?

40. ADAPTATIONS FOR CHILDREN WITH ASD: BEHAVIOR Positive Reinforcement

41. Personal Behavior Checklist Found my folder/book ✔ Sat in my seat ✔ Followed Directions ✖ Kept my hands to myself ✔ Inside VoiceX Participated in music ✔ Lined up at the end of class ✔ 5 Days of no “x”s = ??? 4 Days of no “x”s = ??? Etc.

42. Positive Individualized Behavior Plan Level 4Level 3Level 2Level 1 Can have choice time with drums, computer, or music books Can have choice time with drums or music books Can have choice time with music books No choice time Move up: Raising your hand before asking a question or making a comment Following directions Move down: Talking back Disrupting class (not allowing teacher to teach and other students to learn)

43. PHYSICAL DOMAIN Sensory and Physical Challenges for Students with Special Needs

44. Areas of Sensory Concern Tactile Sensitivity Visual Sensitivity Aural Sensitivity

45. OTHER SENSORY ISSUES you may not have thought of… Vestibular Balance and Movement Proprioceptive Body Position

46. Sensory Integration Disorder Often occurs in many persons with autism Sensory Input Hyper/hypo Contributes to the issues previously mentioned (e.g., behavior)

47. Gross Motor vs. Fine Motor May affect things like instrument choice Movement activities

48. Instructional Environment Clear Routine Consistent Expectations Anxiety Impulsivity Positive Reinforcement

49. CHALLENGES TO CONSIDER

50. Issues with Inclusion  Persons with disabilities are more likely to be behind in social development  Persons with disabilities are more likely to face social isolation  Persons with special needs encounter failure more often (Lewis & Doorlag, 2005)

51. More issues to consider: The Family Stress Siblings Difficulty engaging the community

52. Attitudes  Previous Special Education System  Isolate and remove  Teachers and Adults  From the old way  Inform children  Information can change attitudes

53. SOCIALIZATION OF CHILDREN WITH ASD

54. Socialization Challenges for People with Autism Theory of Mind (revisited) Joint Attention (revisited) Affective Development Peer Relationships

55. Reflective Question (with a partner) How could you improve the social environment for students with special needs (in your future classroom)? Be prepared to share one example.

56. The Prism Project: Hip-Hop Experience

57. Questions Contact information: Ryan Hourigan, Ph. D. (rmhourigan@bsu.edu)rmhourigan@bsu.edu The Prism Project www.prismprojectbsu.org

58. Encore….?