If a student is having great difficulty following the class rules, write or draw a picture of the rule on a note card and have the student put the card in their pocket to assist in remembering that rule.
I really like this strategy because while it encourages visual and tactical learning, it also serves as a gentle reminder to follow the rules established in the classroom, rather than a punishment
Many students with disabilities have communication delays. This leads them to act out to express dissatisfaction with their surroundings. That does not mean they should not face consequences; however, as mentioned earlier, teachers have been known to label a child as a “bad kid” when in fact there is a simple communication barrier or misunderstanding within the classroom.
I really appreciate this. This is deeply shows how easily behavior can be misunderstood when communication is difficult. Growing up I've lived through situations where I acted out in class, not because I felt the urge to misbehave, but because I didn't have the words to express my feelings. It's important for teachers to be patient and have empathy toward students instead of labeling students "bad kids".
Students who are developmentally able and less affected by their disabilities often appreciate the opportunity to participate in the creation of their own behavior plans, expectations, and consequences.
It's important to understand that students deserve to have a voice in their own behavioral plans. It'll help them feel more respected and responsible for their own actions, while ensuring they feel heard.
In addition, ensuring that students with differences and disabilities are actively engaged with other students may lessen the severity or frequency of outbursts and other inappropriate behaviors.
This is very important in not only the classroom setting, but also in the workplace. This ensures that people don't feel isolated, and frustrated. It's important to know that active engagement promotes social integration, acceptance and shared learning experiences.
Music educators tend to be isolated within public schools. They are often the only teacher or one of the few music teachers within a school building. Many travel between buildings. This can be a disadvantage in understanding the social structure within a school.
This is an ongoing issue in today's society, as many schools are short in the music department. In my experience, there was only one music staff in my High School building. This in turn, can make professional support and creative idea sharing, a lot difficult for music educators.
“[e]ach public agency must ensure that a continuum of alternative placements is available to meet the needs of children with disabilities for special education and related services
In relation to "Continuum of alternative placements", schools must have a range of specialized settings to meet the needs of children with disabilities. This has the opportunity of tailoring into each student's needs and provide support to ensure a student's success in the classroom.
Often our in-service and preservice students form bonds with students with differences and disabilities that are powerful and add to a rich learning environment for both student and teacher
Often times students create stronger bonds, gaining a new/ better understanding of the experiences of others, and builds inclusive mindsets, reducing stigmatization and stereotyping.
Serving as a one-on-one assistant allows music educators a small window into what a classroom and learning environment is like for a student with differences and disabilities. It will become clear how a student communicates, processes information, and uses successful adaptations, as well as how their unique personality traits affect them in the learning environment.
Working one on one alongside an educator can allow students to overcome personal challenges and strategize ways to help a their focus or their individual comprehension of the classroom material.
music educators should observe with the intent to understand the student’s needs regarding the teaching and learning relationships that must develop between teacher and student
Music educators, or educators alike, should observe with the intention of interpreting a student's understanding of the information being taught, and using that as a means of adjustment in one's teaching methods.
Parents of music students with differences and disabilities are becoming more active in advocating for equal access to curricula. Therefore, music educators often find themselves teaching at least part of their day within one or more different types of special education classes
In relation to meeting the needs of various types of learners, teachers encounter special education students as more classrooms advocate for inclusivity. This ensures that students with disabilities are placed in the most appropriate setting, derived from their capabilities