Teaching Students with Autism Spectrum Disorder: Strategies for the Music Classroom

2019 ◽  
Vol 33 (2) ◽  
pp. 87-89
Author(s):  
Ellary A. Draper
Keyword(s):  
Autism Spectrum Disorder ◽  
Classroom Environment ◽  
Music Teachers ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
General Music ◽  
Neighborhood Schools ◽  
Music Classroom ◽  
Control And Prevention ◽  
Students With Autism

The most recent Centers for Disease Control and Prevention report estimates that 1 in 59 children have autism spectrum disorder, and many of these children are receiving their education in their neighborhood schools, possibly participating in general music. Music teachers can make adaptations to their classroom environment and instructional strategies to support students with autism spectrum disorder, so they are able to participate in successful music-making experiences alongside their typical peers.

Understanding the Socialization of Students with Autism Spectrum Disorder

2020 ◽  
pp. 109-128
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Development ◽  
Peer Relationships ◽  
Eye Contact ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Affective Development ◽  
Classroom Strategies ◽  
Music Classroom ◽  
Students With Autism

Students with autism often are challenged in the area of social skills and social development. This chapter highlights the following areas of concern for students with autism in the music classroom: the fundamentals of social development; socialization strategies in the music classroom; strategies for extending joint attention and eye contact in the music classroom; peer relationships and affective development; and reverse inclusion. Teacher vignettes are included for application examples.

Understanding Cognition and Students with Autism Spectrum Disorder

2020 ◽  
pp. 67-86
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Theory Of Mind ◽  
Joint Attention ◽  
Music Cognition ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Central Coherence ◽  
Music Classroom ◽  
Students With Autism

One of the most unique attributes of students with autism is the distinct way they think. This chapter sheds light on the cognitive world of students with autism in the music classroom. The following topics are included: theory of mind; central coherence; executive function; joint attention (and cognition); and music cognition and students with autism.

Understanding Communication and Students with Autism Spectrum Disorder

2020 ◽  
pp. 39-66
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Joint Attention ◽  
Augmentative And Alternative Communication ◽  
Expressive Language ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Music Classroom ◽  
Students With Autism

Communication is one of the considerable challenges faced by children with autism. Before a child with autism can learn, their must be able to communicate. This chapter includes information on communication traits and characteristics of persons with autism as well as steps to obtain effective communication with students with autism in the music classroom. Other topics include joint attention, reciprocation, echolalia, receptive and expressive language, and augmentative and alternative communication for students with autism in the music classroom.

A Team Approach to Teaching Music to Students with Autism Spectrum Disorder

2020 ◽  
pp. 17-38
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Special Educators ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Staff Members ◽  
Music Classroom ◽  
Student Profiles ◽  
Students With Autism ◽  
Teaching Music

Successful inclusion of students with autism spectrum disorder into the music classroom depends heavily on the positive relationships formed among general education teachers, music educators, special educators, administrators, paraprofessionals, parents, and students. This chapter includes information regarding learning about students with autism spectrum disorder; establishing relationships with other special educators, therapists, and administrator; establishing relationships with other staff members; participating in meetings (including IEP meetings); understanding how least restrictive environment (LRE) applies to students with autism; and making use of student profiles as data.

Understanding Inclusive Practices for Students With Autism Spectrum Disorder Through the Individualized Education Plan Process

2022 ◽  
pp. 22-41
Author(s):  
Karina Becerra-Murillo
Keyword(s):  
Autism Spectrum Disorder ◽  
General Education ◽  
Classroom Environment ◽  
Autism Spectrum ◽  
Individualized Education Plan ◽  
Spectrum Disorder ◽  
Individualized Education ◽  
Students With Autism ◽  
Restrictive Environment ◽  
Education Plan

Students with autism spectrum disorder (ASD) often display atypical behaviors which general education teachers may not know how to handle. As a result, students with ASD may not get the opportunity to be educated alongside typical peers in the least restrictive environment. Segregated settings often become the most recommended setting for students with ASD. The way to change this practice is if the child's parent is willing to speak up and request an inclusive, less restrictive setting. Working together with the school site, as an equal partner, parents can collaboratively prepare the student for an inclusive setting. Inclusive environments can be overwhelming to a student with ASD, if they come from a smaller classroom environment. Preparing the student and teacher for the transition can help to eliminate potential barriers in the inclusion process. Barriers can be identified through the individualized education plan (IEP), and solutions can be devised within that process.

Using Music to Encourage Joint Attention for Students with Autism Spectrum Disorder: Attention as a Reciprocal Relationship

2019 ◽  
Vol 105 (4) ◽  
pp. 45-51
Author(s):  
Mary Crum Scholtens
Keyword(s):  
Autism Spectrum Disorder ◽  
Joint Attention ◽  
Autism Spectrum ◽  
Music Educators ◽  
Special Education Students ◽  
Reciprocal Relationship ◽  
Spectrum Disorder ◽  
Music Classroom ◽  
Vocal Responses ◽  
Students With Autism

This article describes effective ways for elementary general music educators to serve their special education students with autism spectrum disorder in the self-contained music classroom. It includes educational, social, and scientific rationales for selecting musical repertoire to support the development of joint attention communication skills for students on the more profoundly affected end of the autism spectrum. Many song titles are included, along with ideas for encouraging and eliciting vocal responses from the students. Resources, including a bibliography of related books and websites for source materials, are also provided.

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