Disabilities and Other Needs

Many of our students have specific needs. Autism, ADD/ADHD, dyslexia, visual impairment, are just some of the qualities we come across.

You are already doing a great job teaching them! They appreciate the care and respect you show each one of them.

Here are a few more ideas to play with:

  • For sensitive students (including students with autism):
    • Dim the lights when possible
    • Wear neutral colors and unobtrusive accessories
    • Suggest earplugs
      • I use Earasers
      • There are several similar comfortable low-cost hi-fi brands
  • Write a schedule or lesson plan to follow to increase sense of stability
    • Be prepared to deviate occasionally
    • If you find yourself going off book too frequently it maybe time to re-evaluate the schedule or the need for a schedule
  • Use pictures to explain new material
  • Teach pieces without the aid of sheet music
  • Improvise and compose (continue to encourage this as students advance)
  • Demonstrate first (modeling)
  • Sing (and encourage the student to sing)
  • Record the student and play back
  • Chant lyrics of familiar rhymes and songs for teaching rhythm
  • Learn familiar songs
  • Involve parents when possible
    • Include them in the activity
    • Elicit their admiration and encouragement
    • Ask them to do the activity while the student watches
    • (Secretly?) invite them to do it with a mistake, which the student catches
  • Count based on the unit, rather than meter (a single syllable instead of 1-2-3-4)
  • Notice facial expressions
    • Any reaction is better than no reaction (don’t feel you’ve failed if the student falls apart)
    • Remember activities that elicit favorable reactions
    • Remark if appropriate—you’re smiling, you seem happy, you seem frustrated, this is tricky, you’re working hard, your rhythm is improving, you seem to enjoy this 
  • Theory flash cards, other music games
  • To set a lesson back on track, discuss room furnishings, video games, toys, etc.
  • Point to notes with a pencil to keep focus
  • Assign one task at a time
  • Review old pieces at the ends of lessons
  • If questions are triggering, use “I wonder” statements
  • Play a passage, substituting rests for a few of the notes, and ask the student to fill in the gaps
    • Old MacDonald
    • Happy and You Know It
    • Bingo
    • Ways to fill in include
      • Clap, stamp, other body sounds*
      • Play with a certain hand
      • Play up high / down low
      • Press a certain letter-note key
  • Use off bench activities (especially when tired)*
    • Marching
    • Dancing
    • Listening to you play
  • Assign physical motions (standing, sitting, swaying left or right…) to musical concepts*
    • Loud – soft
    • High – low
    • Chords like tonic and dominant
  • Encourage feeling patterns kinesthetically*
    • Swinging arms
    • Clapping
    • Tapping
    • From large muscles to fingers
*Be careful not to ask to use more than one set of large muscles at a time. Different body parts can be used at different times (quarter notes clapped, half notes stamped; stand for forte, swing arms for mf), but focusing on multiple parts (for example, doing jumping jacks) may be difficult for children on the spectrum.

If you have more ideas, please email the director and we will add to this list. Thanks a bunch!

Here is a message from the chair of the Vision Through Music program.

He’s offering to sponsor training through the Academy of Music for the Blind for anyone interested–no strings attached.

Visit the website linked in the second paragraph or email Brad directly at bcblack2000@me.com with questions.

From Dr. Brad Black:

I am a retired pediatric ophthalmologist in Baton Rouge, and I am chair of the Vision Through Music (VTM) program of the Children’s Eye Foundation of the American Association for Pediatric Ophthalmology and Strabismus (CEF-AAPOS). The program is designed to improve access for blind students to music instruction.
 
Many blind children have inherent musicality with the potential to become accomplished musicians, but we must cultivate that potential. Parents of blind children are often frustrated in their search for music teachers.
​
VTM hosts a searchable registry of music teachers who have experience working with blind students. Our website www.visionthroughmusic.org hosts educational material for students and teachers and an extensive resource section for blind musicians.
 
For music teachers who have not taught blind students, we offer a virtual course with the Academy of Music for the Blind (AMB) in Los Angeles where the teacher shadows AMB teachers and participates in teaching AMB students. The time commitment is 8-12 hours over 3-4 weeks, and the schedule is flexible. Tuition is paid by VTM.

You have no commitment to VTM. Tuition and lesson schedules are between you and the student. Students who find teachers through VTM are eligible for financial grants from VTM to help cover tuition or instrument costs.
​
VTM is a nationwide program, but we need teachers in Baton Rouge. If you or any of your faculty have experience teaching blind students, let me know. I want you on the registry. If any of your faculty are interested in the virtual course, we can set up convenient schedules.
​
Most blind music students will tell you music is the best thing they do. I hope we can get you onboard with VTM.
​
Thanks.
​
Brad Black
225-229-0059