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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

Communication Self care Home living Social skills Health and safety

DefinitionFundamental 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Classification of IDD (outdated)American Psychological Association’s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) – TrainableSevere (IQ 20 to 35) – Multiply

handicappedProfound (IQ 20 and less) - Multiply

handicapped

AAIDDIntellectual functioning & adaptive skills:

Academic skills, self-help, communication, social interactions

Psychological & emotional considerationsPsychological well-being, emotional stability

Physical health & etiology considerationsHealth issues & issues related to personal safety

Environmental considerationsNeed related to family & community

CausesPrenatal causesChromosomal disorders

Down Syndrome (trisomy 21)Williams Syndrome, Fragile X Syndrome,

Prader-Willi SyndromeDevelopmental disorders of brain formation

Parental exposure to drugs or alcohol, rubella

Low birth weightAnoxia ( lack of O2) Head injury from accident, abuse or

trauma

CharacteristicsComprehensive disabilityLearning problems

MemoryLanguage developmentProblem-solvingMotivation (learned helplessness)

Social, behavioral, and communication problems

Severe IDD often coexists with other disabilities

Show video of Carlyn

Environmental influencesFetal alcohol syndromePoor nutritionLead paintLack of stimulation from caretakers

Adaptive skillsConceptual skills:

Receptive and expressive language, reading & writing, money concepts, self-directions

Social skills: interpersonal, responsibility, self-esteem, gullibility, naiveté, following rules & laws)

Practical skills: eating, dressing, toileting, mobility, using transportation

Assisted Living Home

Adaptive skill areasRefer to page 163-164

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Gabby Gifford

Traumatic Brain InjuryLeading cause – AccidentsNext – FallsViolent incidents: child abuse, shaken-baby syndrome

Watch video (on calendar)

Brain injuriesCognitive 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 EducationMay 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 therapyRefer 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 needsMany 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

ExpectationsEarly Childhood + Lower elementary?

Upper Elementary?Discuss expectations with classroom teachers, special ed teachers & music therapist.

DomainsHelp students in all domains:

CognitiveCommunicationSocialEmotionalPhysical

Cognitive: Music activities focusing on academic concepts such as colors, numbers, letters, reading, memoryClassification (shapes, colors)

Dances (shapes, form)Brown Bear (so-mi, colors)

Spatial relationship (up/down, front/back, long/short, same/different, in/out) Grade K Curriculum:

High & low: See SawLoud & soft: Pop Pop Pop

Seriation (organizing by size or number) Counting

Temporal relationships Spatial intelligence – Bells & Orff

instrumentsDances

Communication: Call & response, singing: Come back home my

little chickMuch slower tempo (language deficits: IDD +

Language disorder)Sing songs with slower tempi, “Twinkle

Twinkle”Listening to verbal and non-verbal cues,

instruments of different timbresLong & short sounds – Engine engine #9Bright and dark timbres – March of

Kitchen Utensils

Social/Emotional: Sharing, group activities – Ten little

soldiersMaking 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 Dances

Physical Motor:Sensory activities, interaction with others

Coordination and motor planningDalcroze games (Ta, ti-ti, ta-a, same and different notes, ascending and descending)Three little pigs, singing games

Visual: Use visual aids, booksAuditory: 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, problem-solving 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

StrategiesParticipation:

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 systemAlternate 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

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Learning disabilitiesDescribes 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

PrevalenceAlmost 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

CausesCentral nervous system dysfunction – still not know

Strong connection between family history and learning disabilities

Environment factors: exposure to chemicals, brain damage

Alcohol & drugs

ProblemsVisual-spatial-motor deficitsProcessing deficitsDifficulty with problem solving

strategiesPoor understanding of languageSocial withdrawalPossible inattention or hyperactivityLow 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 instrumentsOrff, recorder, percussion instruments

Level of support:

Peer buddiesLet the students make choices, make decisions and take risks in music class