3/16/2019
Topic:
Students with Disabilities
Marsha Juday
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I have taught several students with autism during regular music classes. I taught one student, who was on the high-functioning end of the spectrum, from his 3rd to 5th grade years. For the first two years, he came with a one-on-one aide. During his fifth grade year, he did not. When his class arrived, I greeted them with slow tempo, softer music than I did with other classes, as he was sensitive to sudden, loud sounds. He matched pitches in assessed singing ranges, from C to C, and readily sang solo echos. He did not participate in choral singing often, and group recorder playing was quite difficult for him. I showed him a quiet(er) spot away from the group, and he often opted to go there when we played recorder or Orff instruments. He would take his recorder or a glockenspiel with him. By fifth grade, he self-regulated very well, and had minimal meltdowns. He also spoke and responded more often. The other students were quite supportive, giving him verbal affirmations when he sang and played recorder well. It was gratifying to watch him became more comfortable and independent over the three years. |