Transcript 07_IDD - alohamele.org

MUS 454
AAIDD – American Association on
Intellectual and Developmental
Disabilities , definition
 focuses on sub average intellectual
function AND limitations in 2 or more
adaptive skills, such as
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Communication
Self care
Home living
Social skills
Health and safety
Definition
 Fundamental limitations in learning
and performing important skills of
daily learning
 Intellectual and Developmental
Disabilities are not medical condition
or mental disorder
Classification of IDD (outdated)
American Psychological Association’s
(AAIDD)
 Mild (IQ 50 to 70) - Educable
 Moderate (IQ 35 to 50) – Trainable
 Severe (IQ 20 to 35) – Multiply handicapped
 Profound (IQ 20 and less) - Multiply
handicapped
AAIDD
 Intellectual functioning & adaptive skills:
 Academic skills, self-help,
communication, social interactions
 Psychological & emotional considerations
 Psychological well-being, emotional
stability
 Physical health & etiology considerations
 Health issues & issues related to personal
safety
 Environmental considerations
 Need related to family & community
Causes
Prenatal causes
 Chromosomal disorders
 Down Syndrome (trisomy 21)
 Williams Syndrome, Fragile X Syndrome,
Prader-Willi Syndrome
 Developmental disorders of brain formation
 Parental exposure to drugs or alcohol, rubella
 Low birth weight
 Anoxia ( lack of O2)
 Head injury from accident, abuse or trauma
Characteristics
 Comprehensive disability
 Learning problems
 Memory
 Language development
 Problem-solving
 Motivation (learned helplessness)
 Social, behavioral, and communication problems
 Severe IDD often coexists with other disabilities
 Show video of Carlyn
 Environmental influences
 Fetal alcohol syndrome
 Poor nutrition
 Lead paint
 Lack of stimulation from caretakers
Adaptive skills
 Conceptual skills:
 Receptive and expressive language,
reading & writing, money concepts, selfdirections
 Social skills:
 interpersonal, responsibility, self-esteem,
gullibility, naiveté, following rules & laws)
 Practical skills:
 eating, dressing, toileting, mobility, using
transportation
Assisted Living Home
Adaptive skill areas
 Refer to page 163-164
MUS 454
Gabby Gifford
Traumatic Brain Injury
 Leading cause – Accidents
 Next – Falls
 Violent incidents: child abuse, shaken-
baby syndrome
 Watch video
(on calendar)
Brain injuries
 Cognitive abilities: Focus of attention,
concentration ability to learn, memory, problem
solving, perception, and abstract reasoning
 Social skills: Relating to others and being socially
appropriate, low frustration tolerance, erratic
behavior, low motivation
 Language and motor skills: Negatively affected
 Help to regain some skills, but many deficits in
functioning maybe ongoing
Music Education
 May have 20-30 students + student with
severe disabilities in an inclusive classroom
 Is the student a “full-time” member of the
class?
 IEP – social goals? Physical goals?
 Music class is his/her favorite class? Respond
positively?
 Integration? Popular class among students
w/disabilities?
Music therapy
 Refer to the chart on page 174
 Students w/IDD & TBI may or may not have
problems in the music classroom.
 Each child is different in abilities and needs
 Many students may excel in music since the
information typically is presented through
auditory, visual and kinesthetic means
 Social problems: frustration, difficulty with peers,
and lack of attention or hyperactivity
 What should we do in a music classroom?
 View IDD Music Classroom video
Expectations
 Early Childhood + Lower elementary?
 Upper Elementary?
 Discuss expectations with classroom
teachers, special ed teachers & music
therapist.
Domains
 Help students in all domains:
 Cognitive
 Communication
 Social
 Emotional
 Physical
Cognitive: Music activities
focusing on academic concepts
such as colors, numbers, letters,
reading, memory
 Classification (shapes, colors)
Dances (shapes, form)
 Brown Bear (so-mi, colors)
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 Spatial relationship (up/down, front/back,
long/short, same/different, in/out)
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Grade K Curriculum:
 High & low: See Saw
 Loud & soft: Pop Pop Pop
 Seriation (organizing by size or number)
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Counting
 Temporal relationships
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Spatial intelligence – Bells & Orff instruments
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Dances
 Communication:
 Call & response, singing: Come back home my little
chick
 Much slower tempo (language deficits: IDD + Language
disorder)
 Sing songs with slower tempi, “Twinkle Twinkle”
 Listening to verbal and non-verbal cues,
instruments of different timbres
 Long & short sounds – Engine engine #9
 Bright and dark timbres – March of Kitchen
Utensils
 Social/Emotional:
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Sharing, group activities – Ten little soldiers
Making choices, self-determination –
“Welcome song” (3/4 meter, fa)
 Due to student’s language deficits, attention problems,
frustration tolerance, and difficulty understanding
abstract ideas – “Teddy Bear” (so-mi-re)
 Can be isolated or rejected by peers (work with peers)
 Music classroom provides excellent environment for
social interaction
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Dances
 Physical Motor:
 Sensory activities, interaction with
others
 Coordination and motor planning
 Dalcroze games (Ta, ti-ti, ta-a, same and
different notes, ascending and
descending)
 Three little pigs, singing games
 Visual: Use visual aids, books
 Auditory: Use sounds, instruments (Orff)
 Adapt a music arrangement to the level
of the student. Changing rhythm
patterns from complex to simple or
giving additional structure or cues for a
music improvisation on Orff
instruments
 Kinesthetic modalities: Dalcroze games,
Come back home my little chick, Dances
Cont…..
 Self-direction:
 Teachers provide additional support or
structure to assist the student in the
development of choice making, problemsolving skills
 Adaptations in the music classroom
should be based on the students’
strengths as well as the students’
limitations in all of these areas.
Welcome song
Bounces
Strategies
 Participation:
 Partial participation – some but not all
activities
 Input:
 Information should be concrete and
simple rather than abstract and complex
 One- and two-step directions, repetition
and cues to focus on the teacher
 Different modalities: Information
presented via visual, auditory, and
kinesthetic modalities
Learning musical concepts
Cont…
 Output:
 Fewer, simpler questions to respond to a
task in music
 Respond verbally or through movement
to evaluate learning, rather than
insisting on reading and writing test
 Augmentative and alternative
communication methods – Easy talker,
Cards, Sign-language
Cont…
 Difficulty:
 Simplify music to meet cognitive functioning
level, use color coding or write out letter
names
 Increase success & motivation!
 Time
 Need additional time to accomplish a task
 Need support from peers – buddy system
 Alternate goals
 Expectations for these students may need to
be adjusted based on their level of
functioning
Cont….
 Students w/IDD &TBI might have
problems understand directions,
expectations, or consequences
 Low frustrations tolerance, repeated
failures, and lack of self-esteem
 What should we do as music teachers?
 Make activities fun and interesting
MUS 454
Learning disabilities
 Describes a heterogeneous group of
disabilities that may be related to reading,
writing, math, or memory skills
 Might have mild to severe forms of the
disability
 Might only have one specific disability or a
combination of specific learning disabilities
Prevalence
 Almost 2.9 million school-aged children in the
United States
 Over half of all children who receive special
education have a learning disability ,
approximately 5% of all school-aged children in
public schools (do not include children in private
and religious schools or home-schooled children)
 Learning disabilities is by far the largest category
of special education
Causes
 Central nervous system dysfunction –
still not know
 Strong connection between family
history and learning disabilities
 Environment factors: exposure to
chemicals, brain damage
 Alcohol & drugs
Problems
 Visual-spatial-motor deficits
 Processing deficits
 Difficulty with problem solving strategies
 Poor understanding of language
 Social withdrawal
 Possible inattention or hyperactivity
 Low frustration tolerance
Cont…
 Managing the physical space
 Place that students in close proximity to
the teacher or the “buddy.”
 Move instruments away so that they are
not distracted by the instruments
 Behavior problems:
 The room accommodates the student’s
behavior needs, clear structure & rules.
Cont…
 Adaptive instruments:
 Make and use adaptive instruments
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Orff, recorder, percussion instruments
 Level of support:
 Peer buddies
 Let the students make choices, make
decisions and take risks in music class