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Autism and the Music Classroom Denise Wilkinson


Autistic students live in a different world with a different perspective. Any type of change during the day can cause autistic students to feel confusion and chaos. Tese students need predictability, sameness and routine. Tis article offers a variety of strategies music teachers can incorporate into their classrooms. Strategies range from utilizing visual tools to working with other students and include links to additional resources. Tese ideas should help you create a classroom environment in which your autistic students feel safe and comfortable and where music learning thrives.


Visual Schedule A visual schedule allows the autistic student to see what they need to accomplish during the lesson for the day. A schedule should be pictures that the aide or teacher can mark off as they accomplish each activity. Te pictures do not have to be fancy. A simple hand drawing with icons can be used. Te autistic student needs the visual to see how the lesson begins, what is expected of them in the middle of the lesson and it also needs to show when they will be finished and the lesson is completed.


Hello Song


Listening


Rhythm Game Singing


Dance Figure 1: Visual Schedule


music performance to remind a student to sing, clap or play an instrument. An aide can show the student these cards. Even student helpers can hold cards and point to the pictures when necessary. Te music teacher can also use the cards to prompt a student during a lesson or performance. Picture cards can be kept on a key ring or can be put on a small bookmark which is called a visual sequence strip. Pictures for visual cards can be found on the internet. Your special education teacher or coordinator should have access to these types of pictures and be able to provide the needed pictures. Some important picture cards are: A picture of the music teacher, singing, playing instruments, clapping, working or dancing with a partner, sitting in a chair, sitting correctly on the floor and most of all pictures for being quiet and listening.


Hello Sing Fast Song I need help


Goodbye


Dance


Slow Song


Quiet


Figure 2: Visual Cards


Social Stories Children with autism experience difficulties mastering social skills as well as communi- cating with others. Social stories are used to model appropriate behavior and responses for autistic children. Typically a Social Story describes various social interactions, situations, behaviours, and skills or concepts. Stories are usually written in sentence format and oſten are accompanied by visual pictures. Te concept of social stories was introduced and described by Gray and Garand (1993).


Visual Cards Visual cards show the autistic student the ex- pected behavior that is needed during a music lesson. Te cards can even be used during a


13


Te following case study illustrates how a social story helped an autistic student in music class. An autistic student had trouble leaving the mu- sic classroom. He would stand in line and then


General Music


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