Shema Kolainu hosted another successful community workshop with Dr. Stephen Shore on Tuesday. Entitled “Including Children on the Autism Spectrum in the Music Curriculum,” the presentation struck a chord with those in attendance.
The workshop held at Hotel Pennsylvania covered several topics that addressed involvement of special needs children in musical education. Currently a Special Education Professor at Adelphi University, Dr. Shore’s undergraduate work focused on music education. His teachings are influenced by his own experiences taking music lessons as a child with Asperger’s Syndrome.
Dr. Shore covered the benefits of introducing a child to a music curriculum. One of these benefits is that the students engage in social activity with their teacher and other students. There are many social rules to learn and practice when taking lessons in your teacher’s house, for example. It helps the child to be reminded that they should be courteous and say “hello” when arriving at the house and “thank you” once the lesson is over.
Dr. Shore displayed a numbered instruction sheet that one of his former students used:
In addition to helping the children with social cues, Dr. Shore has also come up with many methods that have been effective to teach them music. Sometimes charts can be helpful when teaching notation because children on the spectrum love structure. His students responded well when they had the letter names of notes placed on a piano.
Dr. Shore’s lecture also addressed how to adjust traditional classroom instruction within a school environment. Since there is rarely enough time to address each student individually, he suggests asking other students to instruct a child who is struggling. This also will help the “student instructor” obtain an even better grasp on the material as they mentor.
Often in a classroom environment, lessons have not been planned with a special needs child in mind. For a child on the autistic spectrum, these lessons can be adapted to suit their alternative learning styles. This is called a “substitute curriculum.” One avenue to take is to reach out for extra help from a paraprofessional. The teacher’s aide can work with a child separately until he or she is up to speed on the material. Once the part is mastered, the child can perform with the ensemble.
A musical education can improve the lives of young people in a number of ways, both for typical and atypical learners. When introduced before adolescence, musical literacy can improve a child’s motor coordination in regards to finger movement. The areas of the brain responsible for touch perception are more developed in people who learned to play music at a young age.