Im not the most informed person in this area. I just took my teacher certs recently (praxis), n recall a number of questions pertaining to this subject including autistic learners. Any insight or gud reads wud b most helpful.
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I dont know if this helps, but, I have a mentally challenged kid in my section(tuba). The way we teach him is by heavy repetition. He'll learn something, then forget it in about 30 mins. But through the repetition he finds a way to memorize what we teach him. We have to be VERY patient with him though. He's been accepted into Morehouse and intends on marching.
Okay, before I assist you, let me first act a bit "snooty" and correct you (lol). There isn't an Ivy League HBCU. I'm from Cornell and our peer schools are: Brown, Columbia, Dartmouth College, Harvard, UPenn, and Princeton. Get it? Great! Back to topic...
I was giving someone advice about this very subject a day or two ago (was it you? lol). Anyway, here is what I have learned from working with students with varying degrees of special needs for several years now. Keep in mind, some of the cases I dealt with were so mild that it took me a while to figure out that the student had a learning disability and some cases were incredibly obvious. Nevertheless, I somewhat have it down to a science. You can send me a private message about it also, if you feel compelled, but; for the benefit of the board, this is what I have learned.
First, in dealing with a special needs student, know what you are dealing with. It is imperative to know what disabilities the student has so that you can know or learn how best to address them. One of the easiest ways to get this information is to ask the parent. Special needs parents tend to be very involved. I should also note in many cases that I have experienced, friends of the student are also great "point people." They were the first to make me aware of the disabilities (often before I had a chance to figure it out on my own or ask the parent): odd, I know, but it's true. Kids in the band tend to "look out" for the special needs kids.
Also, learn about the strengths and weaknesses of the student and capitalize on the strengths. I did this by watching the student like a hawk; not to the extent that it was obvious, but to the degree that I knew "Student X" was great at memorizing music, but very slow at memorizing drills. From my observations, I then tailored my teaching to their strengths and often got leaders within the band involved with reinforcing the more difficult concepts. Through my teaching and their reinforcing, it made for faster progress. Make sure to give the student-teachers clear direction on how to handle X,Y, and Z. Trust me it works! Use your Dm's!
Third, don't accept any excuses, none at all! I know this is hard to swallow, and maybe it's easier for me to say this because of my experience- what they say: "done, done it all" coupled by the fact that I was taught by a group of unconventional professors, but from my experiences, the "no excuses" rule works! This is because I never allowed a student to use their disability as an excuse. Remember, special needs only mean that more time is (sometimes) needed to learn certain things; it's not an inability to learn. So, I would advise you to set firm goals and stick to them, no matter the group of students you're dealing with. Make adjustment with teaching methods when you have to, but never adjust your goal and NEVER accept excuses.
Also, set a routine. I think routines work for the reason that special need student's find comfort in the familiar, but don't fact check me on that. I'm not sure how true that is or isn't because I am a very structured person, period. Routine is all I know. Thus, every student (in dealing with me) knows what to expect day-to-day, hour-to-hour, and even minute-to-minute (especially when on the field) I'm a time Nazi.
Last, but not least, per the advice aforementioned: repetition works! Say it, say it again and just when you think they have it, say it again, and then make them repeat it a few times to you!
I hope all of this helps. Good Luck!
KapellMaster > NewSeasonNewNameMay 5, 2011 at 7:19pm
Nice thanks for the n4. Where do u teach?
And does anyone kno of any theories or theorist that deal specifically with teaching music to special needs learners?
You'd be astonished at the number of "top-notch" graduates that have been placed in Atlanta by way of Georgia Fellows, UTC, TFA, MATCH, KIPP, and a few other initiatives; they actually recruit us. But to answer your question: Sort of... I grew up in Atlanta (the Eastside), so I "give back" to DeKalb. But no, that's not my "job." Let's just say that I have a lot of free time and teaching high-needs students is an incredible way to give back. To be honest, it's more of a case study.
I know about this because i was one of those students . I was diagnosed with ADHD and dyslexia when i was in the second grade, so i got a head start in dealing with it. Back in my day, many teachers didnt know how to deal with a student with learning disabilities like mine. I was not classified as special ed at all because i maintained a 2.5 to 3.0 gpa for most of my years. My parents used the repetition and reward system which did work in some ways. I use to do the write words, definitions, and test notes 5 times 3 days a week. This helped until i got to high school and then i had to read them 5 times 3 times a week. When i was able to join the band that became my life so my parents used that to their advantage and mine and used it as a reward system. All through high school i had to keep my GPA to a 3.0 or higher to march. Because i had to go through 3 band directors within the first 2 years I didnt get the knowledge i should have until my jr and sr year.
The most important things are to not single them out unless its hump day (thursday), work with the parents to have them involved , be able to inspire them , patience, and always let them know they can ask for help. Most kids are very ashamed of it and often get 10 times nervous when being put on the spot. I didnt like asking for help because i was ashamed of my disability and always borderline passed my music. Being inspirational is very important because that passion one has can be lost if there instructor becomes negative about learning their craft. My parents didnt like the fact that i had a passion for music because i couldn't get what they called a real job in the real world. So my BD and peers were to ones i looked for inspiration.
flashback ----
when i was in college i was still in a program for students who have learning disabilities and i had to give each prof a document about me. It took me about 2 months to have the guts to give it to them because i didnt want to be judged. One day i was in music class and one of the BDs said something i never thought he would say, " you cant be in this band if you have a learning disability or slow, we dont have time for that" I was shocked , i guess he saw the letter then and i wanted to quit. After a call to my homeboi at FAMU , which told me that he may just not be well informed that i was capable of doing my job i would just have spend a little or time than other practicing, i just dealt with it and finished the class and passed with a B. I was going to try out for the band the next year but that comment stuck with me for a while. I transfered back home to another college and finished. In 2005 i looked back at my life and he felt the regret of not trying out for the band so in summer 2006 i went back for week and auditioned just to see if i could make it in and i did. I didnt march but i just wanted the regret of not trying out gone.
Sorry yall for the long one but i thought about posting a topic last week about this so thankz
KapellMaster > Drill_Master 318May 6, 2011 at 8:43pm
Wow bro....hats off to u for ur determination. Thanx for sharring.
Replies
Okay, before I assist you, let me first act a bit "snooty" and correct you (lol). There isn't an Ivy League HBCU. I'm from Cornell and our peer schools are: Brown, Columbia, Dartmouth College, Harvard, UPenn, and Princeton. Get it? Great! Back to topic...
I was giving someone advice about this very subject a day or two ago (was it you? lol). Anyway, here is what I have learned from working with students with varying degrees of special needs for several years now. Keep in mind, some of the cases I dealt with were so mild that it took me a while to figure out that the student had a learning disability and some cases were incredibly obvious. Nevertheless, I somewhat have it down to a science. You can send me a private message about it also, if you feel compelled, but; for the benefit of the board, this is what I have learned.
First, in dealing with a special needs student, know what you are dealing with. It is imperative to know what disabilities the student has so that you can know or learn how best to address them. One of the easiest ways to get this information is to ask the parent. Special needs parents tend to be very involved. I should also note in many cases that I have experienced, friends of the student are also great "point people." They were the first to make me aware of the disabilities (often before I had a chance to figure it out on my own or ask the parent): odd, I know, but it's true. Kids in the band tend to "look out" for the special needs kids.
Also, learn about the strengths and weaknesses of the student and capitalize on the strengths. I did this by watching the student like a hawk; not to the extent that it was obvious, but to the degree that I knew "Student X" was great at memorizing music, but very slow at memorizing drills. From my observations, I then tailored my teaching to their strengths and often got leaders within the band involved with reinforcing the more difficult concepts. Through my teaching and their reinforcing, it made for faster progress. Make sure to give the student-teachers clear direction on how to handle X,Y, and Z. Trust me it works! Use your Dm's!
Third, don't accept any excuses, none at all! I know this is hard to swallow, and maybe it's easier for me to say this because of my experience- what they say: "done, done it all" coupled by the fact that I was taught by a group of unconventional professors, but from my experiences, the "no excuses" rule works! This is because I never allowed a student to use their disability as an excuse. Remember, special needs only mean that more time is (sometimes) needed to learn certain things; it's not an inability to learn. So, I would advise you to set firm goals and stick to them, no matter the group of students you're dealing with. Make adjustment with teaching methods when you have to, but never adjust your goal and NEVER accept excuses.
Also, set a routine. I think routines work for the reason that special need student's find comfort in the familiar, but don't fact check me on that. I'm not sure how true that is or isn't because I am a very structured person, period. Routine is all I know. Thus, every student (in dealing with me) knows what to expect day-to-day, hour-to-hour, and even minute-to-minute (especially when on the field) I'm a time Nazi.
Last, but not least, per the advice aforementioned: repetition works! Say it, say it again and just when you think they have it, say it again, and then make them repeat it a few times to you!
I hope all of this helps. Good Luck!
And does anyone kno of any theories or theorist that deal specifically with teaching music to special needs learners?
I work with two of the DeKalb county powerhouses. I'll get that other information to you by tomorrow (theories and theorist).
N I appreciate ur efforts.
You'd be astonished at the number of "top-notch" graduates that have been placed in Atlanta by way of Georgia Fellows, UTC, TFA, MATCH, KIPP, and a few other initiatives; they actually recruit us. But to answer your question: Sort of... I grew up in Atlanta (the Eastside), so I "give back" to DeKalb. But no, that's not my "job." Let's just say that I have a lot of free time and teaching high-needs students is an incredible way to give back. To be honest, it's more of a case study.
I know about this because i was one of those students . I was diagnosed with ADHD and dyslexia when i was in the second grade, so i got a head start in dealing with it. Back in my day, many teachers didnt know how to deal with a student with learning disabilities like mine. I was not classified as special ed at all because i maintained a 2.5 to 3.0 gpa for most of my years. My parents used the repetition and reward system which did work in some ways. I use to do the write words, definitions, and test notes 5 times 3 days a week. This helped until i got to high school and then i had to read them 5 times 3 times a week. When i was able to join the band that became my life so my parents used that to their advantage and mine and used it as a reward system. All through high school i had to keep my GPA to a 3.0 or higher to march. Because i had to go through 3 band directors within the first 2 years I didnt get the knowledge i should have until my jr and sr year.
The most important things are to not single them out unless its hump day (thursday), work with the parents to have them involved , be able to inspire them , patience, and always let them know they can ask for help. Most kids are very ashamed of it and often get 10 times nervous when being put on the spot. I didnt like asking for help because i was ashamed of my disability and always borderline passed my music. Being inspirational is very important because that passion one has can be lost if there instructor becomes negative about learning their craft. My parents didnt like the fact that i had a passion for music because i couldn't get what they called a real job in the real world. So my BD and peers were to ones i looked for inspiration.
flashback ----
when i was in college i was still in a program for students who have learning disabilities and i had to give each prof a document about me. It took me about 2 months to have the guts to give it to them because i didnt want to be judged. One day i was in music class and one of the BDs said something i never thought he would say, " you cant be in this band if you have a learning disability or slow, we dont have time for that" I was shocked , i guess he saw the letter then and i wanted to quit. After a call to my homeboi at FAMU , which told me that he may just not be well informed that i was capable of doing my job i would just have spend a little or time than other practicing, i just dealt with it and finished the class and passed with a B. I was going to try out for the band the next year but that comment stuck with me for a while. I transfered back home to another college and finished. In 2005 i looked back at my life and he felt the regret of not trying out for the band so in summer 2006 i went back for week and auditioned just to see if i could make it in and i did. I didnt march but i just wanted the regret of not trying out gone.
Sorry yall for the long one but i thought about posting a topic last week about this so thankz
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