This paper aims at discussing the methods and importance of teaching music classes to children with different disabilities. The strategies to be used when handling the children with special needs are also discussed as well as the importance of music to the disabled children. Music is universal and can reach all children irrespective of their health conditions. The compelling and captivating nature of music is a great way to connect with disabled children.
Introduction
The importance of music for children goes beyond the ‘claiming of souls’ to the roles entertaining, inducing sleep and impacting the child development. The music covers all the facets of child development and lays a foundation for the future careers of being in the music industry. Some of the covered areas in the child development life stages include coverage of language, social and emotional, intellectual, motor and academic areas. The music education can be taken to be the mother of all virtues that a child gains in the early stages of development. For children with special needs music is a unique gift in their lives. According to Karen Nisenson, the director of Arts for Healing a combination of intelligent lyrics and great melodies holds some magical form of music that brings out the critical skills in every child. The interactive nature of the music makes it easier for it to be taught to children with special needs. Some songs are written to act as guidance and generate some skills when teaching children with special needs. Some of the activities that are accompanied with music lessons include singing, playing instruments , listening, and moving (Celenza & Kitchel, 2014).
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Music classrooms for children with disabilities might require some special kind of setting to enable active learning. One of the primary requirement for this classes is respect. The music class might consist of children with different types of needs and each of the category calls for special handling. Respect for the special kids raises their level of esteem encouraging them to continue taking the classes. Studies show that a single instrument can reach out to a child with disabilities due to the powerful sounds and tones created. Some of the therapeutic characteristics of music include:
It captivates and maintains attention. This is through the sounds and rhythms that are produced when music is played.
Used in stimulation of the brain depending on the rate of likeness for the music. The more one likes the music the high the ability to brain stimulation.
It acts as a memory aid. The ability of a child with disabilities to memorize a hymn increases the understanding level of other class work. The ability to memorize music is easier and more fun as compared to the academic work.
Encourages movement
Brings out emotions and inner feelings from a child such that they can express themselves with more ease.
Music is success oriented
Can be used to provide immediate feedback
One of the main reason that makes disabled students be ruled out in the music classes in the public-school system is the form of disorder they possess (Hammel et al. 2012). This is because it prevents them from learning step by step as the other children do. They call for special attention and tactics for them to enjoy and learn the music lessons.
Types of disorders
Sensory processing disorders - according to Rebecca Dean (2014), children with sensory disorders cannot detect and process auditory information. This may include a touch, smell, move among others. Teachers should first identify the category in which every child falls in before starting the music lessons. One example of this disorder is hypersensitivity. This is the child who screams on hearing some sounds even when they are not necessarily haunting or too loud. The children complain every day that the sounds ‘hurt' and often want the sounds gotten from them. These children have the behavior of being alone to avoid disturbances from others (Petress, K. 2015). The other category of children is those who are termed to be 'hyposensitive.' They take time to feel a stimulation and might not realize the effect of something until it is too late. Taking an example of a child who is hurt when playing and does not feel it unless he realizes some blood from the cut. When teaching music to children with such disorders, it is essential first to target and support their difficulties. This is done by identifying the hotspots that trigger the child most. On realization of this one can build some tricks and items to provide a calm environment for the child. The kind of music should be selected such that it is not too loud or too soft depending on the nature of child being handled. The classes should be made consistent to make the child adapt and get over the issue.
Attention deficits - based on past studies teaching the piano to children with attention deficits can be an excellent skill to attract their attention. The teacher should be able to handpick the students who are having a hard time to understand the piano and give them the opportunity to experience playing it. Some of the strategies to be used when taking the children through such classes include having a fixed routine that is to be followed in the lessons. This is to enable the child to fix the timetable and memorize it with time increasing the memory aid for retention of information (Mather et al. 2013). Charts and visual items can be used to represent the structure of the timetable. The teacher should also be firm but kind. Rules that are to be observed in the piano or music class should be enforced politely. This helps maintain the self-esteem of the student. The children will develop a liking for the teacher and keep in mind that he is in charge of them. To be able to keep the simple teaching instructions should be made clear to every child. The verbal terms like ‘okay' that appear common to all of them should often be used when directing the children. It is imperative to award the work of every child to motivate them. The rewards should be music-related to increase the passion and liking of music for the child. An example of this is giving them another chance to play their favorite tones and make them experience more success. Other issues to observe include setting small and realistic goals for them and avoiding disruptions.
Disruptive behavior disorders- inclusion has brought many children with disabilities to then classes of music without the teacher being informed of the child's disability. Music educators should be at all times prepared tom to handle such types of children without changing their good liking for music. These classes can start by the affirmation action where every student should be made to feel accepted but his disruptive behavior is not. A disciplined routine applied positively helps minimize the indiscipline cases that the children are likely to have. After setting up a favorable learning environment for each student and learning their names, the teacher should then be able to bring out the importance of taking the music classes to be understood by every child (Lovaas, O. 2012). When the children learn the reason behind taking music classes, they tend to concentrate more hence reducing their disruptive behaviors. Commonly, the disruptive students tend to get tired quickly. Therefore, it is important to set short-term goals for them to achieve the success after a short period. Short-term goals maintain high-level expectations and create a sense of individual responsibility towards the music work. Use of nonverbal teaching methods is important in attracting the child's attention. This may include making some moves and dances to illustrate some form of music. Actions are more eye-catching and minimize the cases of losing control of one's emotions. An example of disruptive behavior is when students intentionally push each other or [pass notes in class just to disrupt the teacher. Well-managed classrooms have such few problems.
Learning disabilities – based on a past study approximately half of the estimated six million of the children with disabilities are categorized to have the learning disabilities. This category consists of children that require special treatment when being taught for them to be able to retain the relevant information and use it for later reference. By special treatment, it means that during the music classes similar items or assets serving the same purpose should be placed together. Additionally, use of symbols and sequences that link sound and the visual ability is equally important (Mather et al. 2013). This is because it enables the student to separate or combine items from the mind so that they can stimulate the brain to implement action. Based on academic grounds, students with learning disabilities tend to fall below the expected levels of performance. This may include the rate of understanding, reading, writing, and level of intelligence. This is about their age and level of education. However, the rate of understanding music for these children can be perceived to be better as compared to academics. Music has flow and is enticing when taught in the best form. The use of cognitive training in music classes can serve best for children with learning disabilities. This often includes rehearsals to be able to support the brain to retain more information for long-term use. The use of mnemonic devices such as acronyms can also be an important tool in teaching music. Specific music titles, instruments, files among others can be represented in an acronym format.
Speech or language impairment- this can be termed as one of the disorders that require special attention because music is all about listening, speaking it out and making necessary moves. Some of the inabilities with such children include lack of fluency in speech. This means that the music rhythm is interrupted by repetitions, hesitations, disturbances and running short of words. Another issue is the voice disorder which involves the inability to be loud enough or audibility. Sharp, hoarse or harsh voices in music do not work well. Language disorders are also associated with speech disorders. The child is unable to differentiate meanings of different words, inability to express ideas, inappropriate grammatical patterns, reduced vocabulary and failure to follow directions. For a music teacher to be able to effectively teach such students, it is essential first to realize which form of disability affects the child. It is also considered necessary to discover the strengths and weaknesses of the child before starting the music lessons. Communicating the abilities of the disabled child can act as a motivating factor. An example is when a child audibility issues are congratulated for giving a correct answer in class (Harris, J. 2016). With this, the child will be encouraged to try and be more audible when giving responses to other questions or when performing a certain music rehearsal. Many governments and organizations that deal with handling children with disabilities have come up with assistive instruments that can be used in music lessons. The assistive technologies may include electronic communication system among other devices.
Role of Music for Special Learners
Music motivates- when compared to academic works and other activities, music is motivating and enticing to participate. The motivation mostly comes from the practical form of music based on the idea that there is piano playing, dances, singing, group music among others. Children with disabilities can be helped to use captive instruments to be able to enjoy music. The use of tools develops motor skills and encourages taking the lessons often. Some children memorize song verses even without the help of their teachers. This means that the interest for music is mostly in-built and just calls for a little motivation or it to be perfected. Motivated children have more desire to even do some other academic activities like writing and doing their homework. This acts as a basis for improving performance in class for them to be able to catch up with the other students. Some of the motivating practices in a music lesson include playing instruments, forming choir groups, planning performances practicing fun and rewarding success.
Music is a Multi-Sensory Experience- taking an example of a child playing the piano. Many actions take place and are stimulated by the brain. The child's mind is engaged because the music being played has to be in line with the sound being produced by the piano. This increases the level of concentration even when it comes to other activities. The hands of the child are also engaged activating the kinesthetic system. The ears are also listening to the music. All these functions taking place at the same time motivate the child to be able to multitask when necessary (Lamb, 2013). When multiple activities take place at the same time, and the child can efficiently handle them the brain of the child develops. The brain gains ability to quickly integrate information from multiple senses. Apart from playing musical instruments, listening to music is also a multi-sensory activity because it involves both listening and memorizing of the lines.
Music is Non-verbal- many children especially those with speech and language disorders are failed by word on several occasions. The problem is that they are either unable to process the words in a faster way or pronunciation of the words gets to be difficult. A study by Hans Christian Anderson (2013) showed that when words fail, music can speak on behalf of them. When a music teacher and a child who is non-verbal communicate and express themselves without necessarily using words it becomes more fun. Music brings out the more powerful and efficient manner to express oneself. Some of the musical activities that can also encourage social interaction for children with disorders include playing sticks and performing dances with other children. Music therapy has a wide variety of functions when it comes to communicating with the challenged child irrespective of the type of disorder being handled. The non-verbal characteristic of music can serve best for children with speaking, listening or sensory disorders.
Music brings bond – according to Tom Jacobs (2016), the current society at times tends to divide the world into trustworthy and decent people at early stages of life. This can be dangerous when it comes to interacting with major issues in later days. However, music is a bonding factor for children. According to Elizabeth Spelke children have a remarkably selective sensitivity to shared cultural knowledge. This is because children like those who know the songs which they also know and have the desire to i8nteract with them. When a music teacher teaches a simple song to all the students in a class, they will be interested in singing it again and again because they all understand it. This creates a bond of friendship among them hence ruling out the idea that one is disabled. A past study shows that there is some form music that is common to the extent that songs move from generation to generations without losing their taste.
Boost their brain power and creates confidence – music has a dramatic effect on the functionality of the brain in a child. This is because it accelerates the reasoning skills, vocabulary recall, visual analysis and captures attention (Hammel et al. 2012). Taking an example of when a song is being played by a child, there is the situational interpretation that is accompanied by the song. This is seen when different emotions are expressed in line with the context of the song. When a child plays a joyous tune and reveals some form of excitement, it is an indicator of boosted brain power. When the brain functions optimally, there is increased productivity in other areas, improved creativity, abstract thinking and enhanced problem-solving. For children with disabilities, mid-range tones have been proven to be the most effective at encouraging participation and creativity. The music is not too loud to disrupt the brain and not too soft to discourage participation. Students who take time to learn music and repeatedly attend rehearsals acquire the skill of perseverance.
Strategies for improving music classes for disabled children
Some strategies aim at activating the strengths of children with disabilities while teaching them music. First, positive role models who also have disabilities and have succeeded in music and other areas should be provided to the children. This way they can be hopeful and believe that if others can do it, they can also manage. Being motivated is the first step to enable children with disabilities to change the world together with the others (Celenza & Kitchel 2014). Secondly, it is essential for a music teacher to maximize the power of the children use of technologies and social networks. Students with special needs often have difficulties in handling and managing positive relationships with others. Improving the technology, they use in class to be able to almost relate to the other forms of technology being used by others is a motivating factor to them. An example is when a piano is designed to work for children with visual disabilities. Thirdly, creating a positive modification in the learning environment should be done when considering the strengths of particular students. An example is when a student with down syndrome is given a puppet that he can use to provide answers in a class scenario and get positive feedback from the teacher and other students. Other strategies include developing strength-based learning strategies, using the assistive technologies in music class and helping students envision positive future careers in line with the music industry.
Conclusion
The current society is trying to bring out the role of music for disabled children. This is important in maintaining the self-esteem of the child while at the same time developing future careers and supporting academic activities. Feeling accepted and being treated like the other children helps children to grow socially. The religious groups are among the top members who are in the attempt of making disabled children feel accepted and appreciated in the society. Steven P. Tsichlis, a Christian leader, compares the disabled children to the man in the Bible who was blind and Jesus cured him. It is the role of the society to deal with the children with special needs.
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