Leaving Anyone Behind? - Maureen Butler

Maureen Butler maureenbutlermusic@gmail.com

It would be an understatement to say that the distance learning model we experienced last spring was a challenge for everyone concerned. Students faced such issues as lack of technology, varying degrees of parental support and insufficient instructional time as well as financial issues leading to concerns about medical bills and meals. Although some students had a support system in which they were able to continue to learn, many fell behind - with teachers of the arts reporting that a substantial number of students either didn’t turn in their assignments or didn’t respond at all. As we’ve moved into another school year facing the same challenges, with hopefully more confidence, more technological facility and with more resources at our fingertips, this is a good time to evaluate how our special learners have fared and are faring in the current learning environment. For many of those students who face challenges in ordinary classroom situations, the experience last spring may have resulted in learning deficits, social and emotional setbacks and a lack of necessary therapies. For many special learners, music can be a place to shine - to create, to express themselves and to participate meaningfully in group settings. Moreover, many of the activities we do, including singing, playing rhythm instruments and recorders, or performing rhythmic patsching/clapping/snapping patterns reinforce the skills students are developing with physical, occupational and/ or speech therapists. How can we ensure that students will continue to develop musically and meaningfully in the coming year? At the time of this writing, it seems that most school districts in New Jersey have adopted a hybrid model of learning. Whether we are using virtual learning or a hybrid model of distance and in-person learning, how can we consciously integrate the needs of all of our students into our lessons, rather than as an afterthought, so that no one will be left behind? Let’s look at some issues your special learners may have with the following:

Virtual Resources

You have undoubtedly found and used many websites, games, and videos to help teach content and have your students practice what they’ve learned. Are these resources accessible to all your students?

• Are the notes on the staff large enough for all learners? Can they be enlarged for those with visual impairments? Students with spatial-recognition deficits may struggle with decoding notes on a staff; consider colorcoding to adapt materials and resources for them.

• Is there a lot of visual clutter that is distracting for students with learning disabilities or visual sensory disorder? If so, choose materials that are simpler in content, adapt materials for them, or provide an alternate activity.

• Are the instructions too fast-paced? Instructions and pacing of some videos and games may be too quick for many of your special learners. Choose videos that can be slowed down, games and other resources that can be paused, and those that present information in smaller increments.

• Are your resources accessible for your Deaf and hard of hearing students? They will have difficulty under-

standing speech of animated characters. Even those with cochlear implants or hearing aids who typically seem to function capably in your classroom may struggle. Look for videos, games and websites with captions and/or visual instructions. Be sure that students can see your face to interpret your facial expression and read your lips. If you are screen-sharing resources in a video format where students cannot see your face, find an alternate way to ensure that all your students understand your directions.

• Are students physically able to do the work? Many of our activities involve small motor movements; consider the abilities required to play the recorder, type on a keyboard, clap or drum rhythms, and modify your lessons if necessary.

Hybrid Learning

The lack of a consistent routine, troubling for many students, will be challenging to our special learners, as well. Many students with autism, for example, need a sense of predictability in order to be successful. Navigating different routines and different sets of rules and experiences each day represents a significant challenge. Extra time may be needed each day to settle into the day’s routine, so be aware of that whether you are teaching synchronously at home, or in-person at school. In either setting, be clear with your schedule and expectations for your lesson and create a visual schedule that can be adapted for each day. Children whose challenges include social interaction and communication delays will have had setbacks in these areas. They will have to regain what was lost last year, while experiencing limited or sporadic interaction with others this year. If you are teaching in person you may have noticed behaviors stemming from anxiety, as well. You may need to be prepared to address issues that may arise as students resume learning to interact with their peers.

Masks

All students struggle with the requirement to wear face masks, but special learners will have other difficulties with them. Students with a hearing loss, assisted by hearing aids or cochlear implants, rely on lip-reading and facial expressions to understand what is spoken. Transparent masks or face shields will allow students to see everyone’s face and increase their ability to understand you. Students with social and emotional delays may have difficulties understanding the intent behind what others are saying. Be aware that your voice can transmit stronger emotions than you intend; without access to your facial expression, children may get the wrong idea.

Sensory Issues

For students who have a sensory processing disorder that includes tactile input, masks can be a significant distraction. Keep in mind that this is not merely discomfort or annoyance that is being experienced by the student; their hypersensitivity is due to the inability of their brain to regulate and process sensory information - in this case, almost anything that touches them. You may find that these students may also have difficulty with frequent use of hand sanitizers. For students whose sensory processing impairment involves the sense of smell, the strong smells from frequent cleaning of rooms and materials may also represent a stumbling block to learning. Moreover, students may find the return to school (even sporadically) overwhelming, with its high level of sensory input. Be aware of the specific needs of your students and adapt your room and activities to minimize sensory overload.

Other Considerations

•Be sure to access 504 and IEP plans, especially for new students, so that you’re aware of children’s’ challenges as well as your own responsibilities. If you still have questions, network with the classroom teacher, special services director, related therapists and when possible, parents.

•Alter the content, pacing and expectations for any special learners in your class. Students and families may be overwhelmed with the amount of tasks they have, so keep that in mind, as well.

•Provide hands-on activities, and try not to deal in the abstract. Use direct teaching and direct modeling of activities using video meetings or recorded lessons.

•Allow time for students to express their emotions

•When possible, schedule one-on-one video chats, both to help with challenges and to clarify expectations. You may also wish to record group meetings and send them to students to review afterwards.

•Provide lessons that will be joyful and meaningful music-making experiences.

Remember that teacher attitude is key in any challenging situation, and strive to present a positive attitude. While not downplaying concerns and fears, let’s try to foster a sense of resilience in all our students. Reassure children that the grown-ups are all trying to keep everyone safe. As we know, music can be a comfort and a joy in life; let’s continue to share this truth with our young students as we create musical experiences that will help them learn and flourish inside and outside of music class.

Note: If you have questions or concerns about your special learners, please contact me at maureenbutlermusic@gmail.com

Resources

Arts Ed New Jersey: September Ready Fall 2020 Guidance for Arts Education

Archived webinar: Alice Hamell - Teaching Students with Disabilities during Covid-19. https://vimeo. com/401153247

Webinar: Stress and Anxiety in Young People with Autism and Other Developmental Disabilities: Support for Covid-19 and Beyond; Christopher Lynch, June 24, 2020

Teaching Lessons to Students with Special Needs, Brian Wagner-Yeung https://nafme.org/teaching-lessonschildren-special-needs/

• Why It’s Essential • Hygiene • Research • Guidance • Social-Emotional Learning • Advocacy • Action

bit.ly/NAfMEMusicEdAdvocacyResources (case-sensitive)