Teaching in the music classroom presents a unique set of challenges for neurodiverse learners, especially those on the Autism Spectrum. There are several things we can do as teachers to set these students up for success.
by Brian Wagner-Yeung
As music teachers, we have the benefit of working with all or most of the students in our schools or programs. Nevertheless, many music teachers might feel overwhelmed or daunted by the different types of learners that can be found within our classrooms. One population of our programs might include students who have an Autism Spectrum Disorder (ASD). There are many inclusive ways we can adapt our music classrooms and teaching approaches for students who have an ASD, which can also benefit all of our students overall.
Instead of seeing our students for their (dis)abilities, see them for their strengths. Recognize that all of our students have their own interests, ideas, motivations, identities, cultures, backgrounds, etc. Celebrate that all of our students learn in their own unique way. Instead of forcing our students to fit the classroom mold, we can do the reverse and shape the learning environment around the needs and interests of our students.
Teachers can utilize UDL, which is removing any barrier to a student’s learning or physical environment, which can also benefit all of our students at the same time. We can incorporate any sort of assistive technology that gives our students access to instruction, such as iPad’s or visual supports. We can also provide various ways for our students to showcase a musical skill in a multisensory manner (visual, auditory, kinesthetic, and tactile).
Some of our students can be hyper-senstive or hypo-sensitive. This means some students may be sensitive to specific sensory stimuli such as sounds, textures, lights, smells, etc. Other students might need sensory input such as weighted items, squishy toys, or fidget items. We should plan our musical environment so there are materials and areas within the room for students who may fall on either side of the sensory spectrum. Music teachers can plan their lessons and flow around sensory needs, such as having high-energy activities followed by calmer activities.
Music is the perfect opportunity for students to focus on language and communication. Music teachers can have students vocalize sounds, use gestures or sign language to represent text, and use music as a means to make connections to speech goals on an IEP. For example, connect a musical concept such as clapping hands to a song (I rewrote the words from “Row Your Boat” to “clap your hands”). Many of my students with limited verbal ability are still singing along to the song while making music.
Music is a naturally social experience, and this can provide positive opportunities for students to develop appropriate social skills that they can take away and use in the real world. Experiences such as ensemble music-making, partner games, call-and-response songs, or even routines such as setting up/cleaning up, can develop into positive social experiences. Teachers can create scripts, prompts, or checklists to allow students to practice working together, which will lead to further-developed social skills.
Students with ASD have as much right to be part of our music classrooms and programs as their neurotypical peers. When we adapt our teaching and environment for students with ASD, we are also providing more inclusive, accessible, and equitable opportunities for all of our students at the same time.
Contributor
Brian J. Wagner-Yeung is the Special Learners chair for NYSSMA. He received his BA and MSED in Music Education from CUNY Queens College, an advanced certificate in Autism Spectrum Disorders from CUNY Brooklyn College, and is currently pursuing a…
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Audrey Childs
October 1, 2023
I’d like to have some feedback and suggestions, regarding creating centers for my school’s high needs neurodiverse prek classes. It’s difficult for them to sit more than 5 minutes in a chair. Aides have to chase after them as they run around the classroom picking up and touching anything they can. Recently my school’s operations manager allowed me to select early childhood music toys. I have a piano floor mat. I just purchased two kid play yards into which I’m going to place chair and table and or two of the toys, then help the children do 5 minutes in each center. I’ll also be a “center” where I’ll do some one on one activity (strumming the autoharp and guitar, playing the regular keyboard and I’ll probably get the inexpensive recorders).
Your thoughts?
Paige
October 4, 2023
Here is a reply from Brian:
Hi Audrey,
I like the suggestions that you came up with – and I think giving it more time will help your students. Having them sit and engage for chunks of time can be hard at first. I think having small activities (such as your five-minute mark), and then moving on to a different activity (these activities can literally be an extension of your first previous, ex: first we’re using dancing scarves to a song, now we’re tapping a steady beat, now we’re singing, etc.). Once you have that flow down, you can create a schedule that doesn’t change from class to class, and this will help add stability so your students can predict what is going to happen, and in what order. I also think adding a section on your schedule where your students have time to touch materials/instruments in a structured way. I have a block of time on my schedule for my younger students called “Making Music,” where they have time to play, take turns, share, hold, and make sounds. Gradually, I added more complex skills like “can you make a sound when you see a go sign, can you make a quiet sound when you see a stop sign?” I also like the idea of using timers in the class so students can see how much time is left in each activity, and there is a cue that it is finished. I’ve also gotten into the habit of singing each activity as a descending scale (1) time so sing hello, 2) then we do our hello song, 3) hello song is finished). In this way, everything is using music, and the descending scale from sol to do adds a cadence and musically shows that it’s finished, I also use my hands using ADL to show finished – so adding multiple ways to add closure.
I hope this helps!
Brian
Feel free to reach out via email at brianwagneryeung@gmail.com if you have any further questions.