Autism, Sensory Dysfunction, and Music Education

Many people with autism struggle with sensory integration challenges. This may have a large impact on their ability to learn music. This chapter addresses the following topics: understanding sensory challenges; tactile strategies for the music classroom; visual strategies for the music classroom; vestibular and proprioceptive strategies in the music classroom; auditory strategies in the music classroom; sensory motor and motor planning; and how to address self-stimulating sensory behavior in the music classroom. Vignettes from teachers in the field are provided for context.

Understanding the Socialization of Students with Autism Spectrum Disorder

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.

Advocacy for Students with Autism in Music Education

Music students with autism are frequently placed in music learning environments not conducive to their needs. Music educators must advocate for the most appropriate learning environment for their students. This chapter focuses on establishing relationships with parents, special educators, special education administrators, and classroom teachers to advocate for the most appropriate learning environment. In addition, this chapter focuses on understanding the necessary components of the musical learning environment for students with ASD and reaching out to community organizations for educational support.

Understanding Cognition and Students with Autism Spectrum Disorder

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

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

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.

Resources for Music Teachers

This chapter is intended to offer a wide array of print and media resources related to autism spectrum disorder. These resources include websites that list information on individual diagnoses, information on available therapies, instructional strategies, rights for individuals with autism, advocacy information, and forums for discussion. Apps (applications) for phones and tablets are also listed. These apps either assist in communication or learning, or are apps caregivers may use to support behavior and transitions. Lastly, a list of readings has been provided. Readings include practitioner and scholarly articles, theses, and dissertations, as well as books.

Music Teacher Education and Students with Autism

As of the publication of this book, 1 in 59 children are diagnosed with autism. Therefore, it is most likely that music teachers will teach a student who is challenged by Autism Spectrum Disorder. It is well known throughout the music education community that often preservice music educators receive knowledge and skills through coursework outside the school or department of music. This chapter is designed to provide the tools and structure for music teachers to learn through well-crafted fieldwork experiences that include time in class with students on the spectrum.

What Is Autism Spectrum Disorder?

To truly understand a child with autism, music educators must understand the diagnosis and features of autism. This chapter includes the following topics: diagnostic information, characteristics and features of autism, and typical interventions and treatment modes.

Classroom Behavior and Students with Autism

Understanding behavior and the intent of a behavior is key to successfully teaching music to children with autism. This chapter includes the following topics: child behavior development and autism; typical behavior interventions and strategies used by special educators; outbursts, meltdowns, and other disruptions; and how routine and schedule interact with a student with autism and their behavior. Specific teacher vignettes with strategies are included.