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I’m In the Band�Inclusion is Everyone

Beth Poquette Drews Chris Drews

The personal viewpoints expressed in this session are solely those of the presenter and do not necessarily reflect the beliefs or views of Music Will.

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Let’s Rock ‘n Roll

Grab an instrument – or a mic

Let’s Rock out to “La Bamba”

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Para bailar la bamba.

Se nececita un’ poca de gracia

Una poca de gracia para mi para ti y ariba y ariba

Y ariba y ariba

Por ti seré

Yo no soy marinero

Soy capitan, soy capitan, soy capitan

Bamba, bamba

Bamba

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What were the challenges that you encountered?

How did you feel as a member of the band?

included and

supported

excluded and

isolated

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Para bailar la bamba.

Se nececita un’ poca de gracia

Una poca de gracia para mi para ti y ariba y ariba

Y ariba y ariba

Por ti seré

Yo no soy marinero

Soy capitan, soy capitan, soy capitan

Bamba, bamba

Bamba

5 10 0 0

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Introductions

Beth Poquette Drews MM

Modern Band and Mariachi teacher at Stockard Middle School, Dallas ISD

Chris Drews BS

General Music, Mariachi, Modern Band, World Drumming at Stemmons Elementary School, Dallas ISD

Married since 2007

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Goals

Develop strategies to include people with physical or cognitive challenges in Modern Band

Include people with communication disorders in songwriting

Importance of dignity and respect

( To solve problems by putting ourselves in the shoes of our students)

Use of inclusive and supportive language

Person first language

Guidelines

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Inclusion

Providing equal access and opportunities to people who might otherwise be excluded.

Often in education this is generally practiced by mainstreaming special education students into general education classes.

Inclusion is BEING a participant not witnessing other students participating.

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Adaptive Instruments

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What is an Adaptive Instrument?

Adaptive instruments are developed to help students fully participate in classroom activities. ( Adamek & Darrow, 2018 )

Pick holder

Heavy Duty/Indestructible Instruments

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What if you don’t have the budget or, you need it tomorrow?�You may have to Apollo 13 it…�

https://youtu.be/Eg7e95uxlNM

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Things to consider…

When creating our own adaptive instruments, keep in mind the principal of normalization. If you are asking a student with disabilities to strum with a kitchen utensil while other students are using real instruments, you are inadvertently singling them out as different from the rest of the class. (Adamek & Darrow, 2018)

Weight

Esthetics

Don’t attach things to wheelchairs, walkers, etc. without first consulting with student, parents, or special education liaison

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Adaptive Instrument Challenge

On the next slide you will see a list of student challenges

Using available supplies create an adaptive instrument or instrument accessory to facilitate student musician participation

If you get stuck there will be hints…

Solve as many challenges as your group has time for; you may have one solution or many for the same challenge

Be prepared to share your solutions with the full group

Fine print…

Please do not permanently alter any instruments belonging to Music Will or the unbreakable instruments. (We want Jenn Martinez to like us when this is done)

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Adaptive Instrument Challenge

Student has challenges with grasping or holding an instrument especially drumsticks, maracas, tambourines etc.

Student is unable to make full chords on the guitar

Student can not hold a pick

Student plays all six strings on simple three string chords

Student puts small objects like a pick in their mouth

Student is unable to control how hard to play a drum

Student has hand tremors making it difficult to control their pick

Student squeezes the strings instead of strumming

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Adaptive Instrument Challenge - hints

Challenges with grasping or holding an instrument especially drumsticks, maracas, tambourines etc. – hint – scrunchie (slip onto wrist and instrument), pool noodle

Student is unable to make full chords – hint – alternate tuning, simple chords

Student can not hold a pick – hint – clamp, glove (super glue a pick between the thumb and forefinger of a plastic glove)

Student plays all six strings on simple three string chords – hint – sponge

Student puts small objects like a pick in their mouth – hint – big pick

Student is unable to control how hard to play a drum – hint – heavy duty drum, pool noodle (slip onto the end of drumstick to create a “felt mallet”)

Student has hand tremors – hint – weighted ball

Student squeezes the strings instead of strumming – hint – pool noodle

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Possible Disabilities Requiring Adaptive Instruments �(not a comprehensive list)

Student puts small objects like a pick in their mouth – pica disorder, intellectual disability, anemia

Student has hand tremors making it difficult to control their pick – result of medication, head trauma, Tourette syndrome, metabolic disorders, heavy metal poisoning

Student has challenges with grasping, holding, muscle control, or strength – symbrachydactyly, amputated fingers, autism, intellectual disability, hand weakness, juvenile arthritis, cerebral palsy, muscular dystrophy, dyspraxia (developmental coordination disorder), Down syndrome, overuse of technology, malnutrition, Charcot-Marie-Tooth disease, Rett syndrome, Lyme disease, traumatic brain injury.

Student squeezes the strings instead of strumming – autism, intellectual disability

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Songwriting

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Songwriting

What do you do with a student whose cognitive ability is significantly below their peers? (i.e. cognitive ability of a 2-year-old in a class of 6^th graders)

What are some methods when working with students with communication disorders or students with autism?

How do you incorporate students who are non-speaking or students with intellectual disabilities in the songwriting process?

How do you ensure these students are included and not singled-out?

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Songwriting Challenge

Each group will be presented a songwriting scenario

In your group identify the challenge, the student’s strengths, and create a brief song highlighting the student’s strengths

Be prepared to share out your songs and strategy to the full group

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Non-speaking

You have a student who is non-speaking and has autism

The student cannot read or write

The student can make choices between two pictures

Create a song that includes this child making creating choices and participating in the performance of the song

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Echolalia

You have a student who has echolalia, repeats or echoes words and phrases but cannot create their own words or sentences

The student can only read simple one syllable words

The student can echo words at the end of phrases (i.e. “The dog ran fast” echo “ran fast”)

Create a song that includes this child participating in the performance of the song

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Scripting

You have a student with autism who when anxious recites ”like a good neighbor, State Farm is there”

The student is reading at a 2^nd grade level but has Kindergarten writing skills and can occasionally speak in simple sentences

The student has a trigger word, “neighbor”, after which the student responds with, “like a good neighbor, State Farm is there”

The student is eager to participate in music performances but does not remember the words to the song except for their scripted phrase

Create a song that includes this child participating in the performance of the song

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Vocalizations

You have a student with autism who can make vocal sounds but not words

The student cannot read or write

The student’s preferred sounds are – “ma” and “ba”

Though they have difficulty comprehending language, they will vocalize if someone initiates the sound

Create a song that includes this child participating in the performance of the song

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Songs below age level

You have a student who has an intellectual disability

Though their chronological age is 13 years old, their intellectual age is about 5 years old

The student can identify and make letters

The student enthusiastically sings the song “The Wheels on the Bus”

Create a song that is appropriate for 8^th grade students and somehow includes “The Wheels on the Bus”

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Instructional tips and best practices

Routines / lesson format

Picture schedules

Simplified chords

Playing bass notes only

Using guitar as percussion

Nose to toes

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Where to Reach out for Help

Special Education Laison, Teacher, and Teacher’s Assistants

Music Therapist

Occupational Therapist

Fellow Teachers

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References

Adamek & Darrow, (2018) Music in Special Education, American Music Therapy Association, 3 ed.

Lakeshore Learning Materials

www.lakeshorelearning.com

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Beth

bpoquette@dallasisd.org

Chris

cdrews@dallasisd.org

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Music Will will make all presentations available after the conference.

Please be sure to fill out your session evaluation form in the event app.

The personal viewpoints expressed in this session are solely those of the presenter and do not necessarily reflect the beliefs or views of Music Will.