Music Educators Impact on Students with Special Needs Kelly Bastek, - - PowerPoint PPT Presentation

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

!

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

• Itinerant Services

○ Learning Support ○ Emotional Support ○ Autistic Support ○ Vision Support ○ Physical Support ○ Deaf/Hard of Hearing Support ○ Speech and Language ○ Occupational Therapy

Inside the Regular Classroom 40-79%

• Supplemental Services

○ Learning Support ○ Emotional Support ○ Autistic Support ○ Multiple Disabilities ○ Life Skills Support ○ Deaf/Hard of Hearing Support

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

• Specific Verbal Praise
• Reinforcer Inventories
• Secret Student
• Teacher vs. Student Game
• Noise Control Apps

Takes Time and Money to Implement

• Classic Token Economy
• The Card System
• Reinforcement Charts

Verbal Praise

• Specific
• Immediate
• Varied
• Begin with continuous, then fade
• ut gradually

Reinforcer Inventory

• Can be administered whole

group or individually, in writing

• r 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

• ut.
• 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
• bservable 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
• bservable 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