Music Educator’s Impact on Students with Special Needs Kelly Bastek, April 22, 2018 Adjunct Professor of Education
Who Am I?
My Education background ● BS in Elementary Education K-6 with Special Education N-12 certificate from LVC in 2006 ● M. Ed Teaching English as a Second Language: Universidad del Turabo ● English as a Second Language Instructional Certificate: Penn State Berks ● Special Education Supervisory Certificate: Penn State World Campus ● Applied Behavior Analysis Certificate: Penn State World Campus ● Board Certified Behavior Analyst ● Currently pursuing a Doctoral Degree in Educational Leadership at Drexel University
My work life ● 1st Grade Teacher Lebanon SD 2006-2007 ● Elementary Itinerant Learning Support Lebanon SD 2007-January 2012 ● Long Term Sub Special Education Consultant 1/2012-6/2012 ● Elementary Learning Support Lebanon SD 2012-2013 ● District Behavior Analyst 2013-2016 ● Currently Special Education Supervisor Lebanon SD
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You look familiar…
My Music background ● Clarinet player since 4th grade ● County band, Area band, region band (NJ) ● Clarinet player in the LVC Band--third chair senior year ● Recital on clarinet senior year--studied with Mrs. Butts ● Play a bit now at school, church, and home.
Here I am at ICB in 2006- -it was held at Shippensburg University. Our director at the time was Dr. Robert Hearson.
Never underestimate your impact
Quotes overheard in the field ● “Music is their biggest reinforcer.” ● “They love to sing and dance.” ● “Get out the instruments, they will love it!” ● “They want to play the drums in the band.” ● “I had a student elope today because he was following the sound of the music.”
Student Placement and You
Least Restrictive Environment Inside the Regular Classroom 80% or More Inside the Regular Classroom 40-79% ● ● Itinerant Services Supplemental Services ○ ○ Learning Support Learning Support ○ ○ Emotional Support Emotional Support ○ ○ Autistic Support Autistic Support ○ ○ Vision Support Multiple Disabilities ○ ○ Physical Support Life Skills Support ○ ○ Deaf/Hard of Hearing Support Deaf/Hard of Hearing Support ○ Speech and Language ○ Occupational Therapy
LRE (cont) Inside Regular Classroom 40% or less ● Emotional Support ● Autistic Support ● Deaf/Hard of Hearing Support ● Multiple Disabilities Support
Ways our Students Access Music Instruction ● Inclusion with regular education peers (most common) ● In a separate class with peers ● Individually in the form of band lessons, chorus, or participation in school musicals.
My favorite music accommodations
Accommodations you can make in class... ● Preferential seating ● Enlarged score or materials ● Color coding ● Chunking of instruction ● Collaborative Peers ● Reduced work load (this does not mean it’s “easier”) ● Behavior management strategies
Behavior Management
A bit of humor...
A quote to think on...
My Favorite Classroom Management Tools Cheap with Very Little Preparation Takes Time and Money to Implement ● ● Specific Verbal Praise Classic Token Economy ● ● Reinforcer Inventories The Card System ● ● Secret Student Reinforcement Charts ● Teacher vs. Student Game ● Noise Control Apps
Verbal Praise ● Specific ● Immediate ● Varied ● Begin with continuous, then fade out gradually
Reinforcer Inventory ● Can be administered whole group or individually, in writing or orally. ● Administer throughout the year to keep up on student interests ● Use wisely and organize into different categories
Secret Student ● Encourages healthy competition between students ● Ensure that student name is kept private to prevent bullying. ● Ensure your “goal” for the student is observable and measurable ● Vary how often you choose a student depending on level of reinforcement needed for class.
Teacher vs. Student ● Ensure rules are observable and measurable. ● Ensure students can see the points being added. ● Ensure that points are linked to reinforcement--decide if it will be daily, weekly, biweekly, etc.
Noise Control ● Use when you need the volume in the room to be more appropriate (testing, whole group instruction). ● Be sure to let students “play with it” first to get their sillies out. ● Do not overuse! ● For example...
Token Economy ● Rules that are observable and measurable. ● Tokens to hand out ● Exchange rate ● Classroom Store ● Time to exchange tokens ● Plan for if students want to “hoard” tokens
Card System ● Establish rules that are observable and measurable. ● Give students a playing card for following the rules. ● At the end of class, students add up cards and you either pick a “winner” or students add up cards for an eventual reward. ● Things to Consider: ○ Students who get mad about not earning cards ○ Replication
Reinforcement Charts ● Establish rules that are observable and measurable. ● Consider how to “mark” the charts ● Consider when students can “cash in” charts for a prize. ● Consider pairing with the card system
Questions?
Contact Information: bastek@lvc.edu
Take my class :-) SPE 258
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