Published on November 23, 2007
No Limits, No Excuses: No Limits, No Excuses Reaching Students with Special Needs through Participation in Music and Dance Project History: The “What”: Project History: The “What” Began at Bingham High in 1994 Peer interaction only Involved student peers in all 4 art forms Grant from Utah State Office of Education Slide3: Management and Support Funding Fine Arts & Special Education Project Project Description: “The How”: Project Description: “The How” The purpose of this project is to use music and movement therapy in conjunction with peer interaction to help students with special needs meet their IEP (Individualized Education Plan) goals. What is Music Therapy?: What is Music Therapy? A health profession using music and music activities to address physical, psychological, cognitive and social needs of individuals with disabilities The use of music in the accomplishment of therapeutic aims To Be a Music Therapist: To Be a Music Therapist Bachelor’s Degree in Music Therapy Broad field of study including Psychology, Special Education, and Human Relations classes General Music and Music Therapy specific classes Six month internship Continuing Education : Continuing Education National Board Certification Test Credentials: MT-BC Retake test every 5 years to have a professional standard and to ensure continuing knowledge Requirements are similar for dance/movement therapists What’s the difference between a music teacher and a music therapist?: What’s the difference between a music teacher and a music therapist? Music Teacher: End result is the quality of the music. (Product) Jordan Project Overview: Jordan Project Overview Use music therapy and dance (movement) therapy during special education class time, measuring IEP goals Combine special education students with regular education music and dance students Hold an end of year performance for parents and friends IEP Goals and Music Therapy: IEP Goals and Music Therapy Applicable to the nature of music groups Enhanced by music intern attendance and modeling Enhance Communication Improve Focus Increase Leadership Skills Setting IEP Goals: Setting IEP Goals IEP Goals are specific to the student’s needs One or two specific goals are set for participation in this project Music and Movement are the vehicles by which students are engaged Peers deliver the music and movement activities under the direction of the certified therapist and special education teacher Example: Enhance Communication : Example: Enhance Communication Eye contact, verbal responses, making choices, etc. Goal: To improve communication Objective: Given the therapist asking a question using the student’s name, the student will respond verbally or nonverbally for four out of five trials for four consecutive sessions. One student’s results: One student’s results Example: Improve Focus: Example: Improve Focus On-task behavior, impulse control, etc. Goal: To improve participation Objective: Given a handbell, instrument, or another music-based prop and intervention, the student will respond by keeping the bell or prop in her hand and ready to play when the therapist or intern cues her for four out of five trials for four consecutive sessions One student’s results: One student’s results Example: Leadership Skills: Example: Leadership Skills Leadership skills, voluntary participation, etc. Goal: To improve leadership skills Objective: Given a music session, the student will respond by taking a leadership role as defined by helping another student with a musical task, handing out or putting away instruments, or another behavior that goes beyond normal participation at least three times per session for four consecutive sessions. One student’s results: One student’s results IEP Goals and Dance Therapy: IEP Goals and Dance Therapy Applicable to the nature of dance groups Enhanced by dance intern attendance and modeling Gross Motor Skills Sensory Motor Integration Social Skills: Personal Space Student Interns: Student Interns Recruited as volunteers from regular education band, orchestra and choir classes Attended and assisted in each session Wrote overall session notes and individual analysis of student’s reaction to the music Current Project: Current Project Involves 4 district high schools Music Therapist Dance and Movement Therapist Special Education students and teachers Music and Dance students and teachers Project Description: “The Why”: Project Description: “The Why” Enhanced learning takes place for students with special needs. On task behaviors increase More eye contact Recognize personal space – self and others Compliance to requests Improved listening skills Improved communication skills Improved social skills i.e. taking turns, respecting others Additional Benefits to Students with Special Needs: Additional Benefits to Students with Special Needs Development of leisure time activities-music and dance as free time choices Recognition of their own preferences in music and dance styles Participation at their own level of ability Development of personal talents Performance experience in front of an audience of family, peers and faculty members Recognition for their ABILITIES, not their disabilities Project Description: “The Why” (continued): Project Description: “The Why” (continued) Enhanced learning takes place on the part of the student interns who “instruct” their peers with special needs. Students have experience setting measurable goals and planning lessons Students have experience teaching and interacting with their peers who have special needs Students have practical experience in data gathering and interpretation Intern Feedback: Intern Feedback “I loved working with them on a personal level.” “Music affected everyone and it was for the better.” “It’s a lot of fun to work with the special ed kids and see how they react to musical situations.” “It was very hard to relate to her (a specific student) and I did once or twice. It felt great.” Continuing Intern Responses: Continuing Intern Responses Two past interns are studying Music Therapy at Utah State University. Three past interns are “planning” to study Music Therapy after they complete general education requirements. Five past interns have requested information about Music Therapy for research papers. Therapy Interventions: Therapy Interventions Active Music Therapy vs. Passive Music Therapy Creativity: creating music and instruments, choreographing movement. Education: classical pieces, instruments, composers, dance. Teamwork: handbells, group activities, working toward performance goal. Final Performance: Final Performance Is not the “end result.” What happens because of the performance is part of the “end result.” Provides an opportunity to share what they have accomplished during the year. Allows students to experience and learn to cope with performance anxiety. Enhances self-esteem. Success Stories: Success Stories Friendship between students and interns Self correction Self expression Jordan High’s assembly performance The Bottom Line: The Bottom Line Music and Dance Therapy help special education students in reaching their IEP goals and so much more… Questions? Comments?: Questions? Comments? Julie Christofferson: Curriculum Consultant for Jordan School District email@example.com Pamela Keele: Special Education Instructor for Riverton High School firstname.lastname@example.org Paige Moore, MT-BC: Music Therapist email@example.com Bibliography: Bibliography Davis, William B. et al. (1992). An Introduction to Music Therapy: Theory and Practice. Dubuque, Iowa: William C. Brown Publishing. Dewey, John. (1934). Arts as Experience. New York: Minton, Branch and Co. Gardner, Howard. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books. Gardner, Howard (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. President’s Committee on the Arts and the Humanities and Arts Education Partnership. (1999). Gaining the Arts Advantage: Lessons from School Districts that Value Arts Education. Sobol, Elise S. (2001). An Attitude and Approach for Teaching Music to Special Learners. Raleigh, North Carolina: Pentland Press, Inc. U.S. Department of Education, National Center for Education Statistics. Arts Education in Public Elementary and Secondary Schools. (1999-2000). NCES 2002-131, by Nancy Carey, Brian Kleiner, Rebecca Porch and Elizabeth Farris. Project Officer: Shelly Burns. Washington, DC: 2002.