Reprinted with permission from Tempo, New Jersey MEA, Vol. 64 no. 4, May 2010

Editor's Note: One branch of the KMEA Strategic Plan for 2013-2015 is targeted toward assisting music teachers who work with children with special needs. Therefore, throughout the next two years, each issue of KMR will publish at least one article that focuses on this student population.

Our music classrooms can be a source of enrichment and growth for our special education students. One way to ensure their success is through effective classroom management. When planning strategies that will help students integrate with their peers, teachers might pose the following questions:

• How do I know if a specific behavior is caused by a child's disability?
• What physical symptoms may be affecting a child's behavior?
• What can I do to ensure that all children can understand and follow classroom rules and procedures?
• What steps can I take to create a positive learning environment for all my students?

When reasons for a child's misbehavior are not immediately clear, even the most seasoned teachers may become frustrated. We have much to gain, however, by being proactive. We can plan out in advance the policies and procedures that will ensure that our classes run smoothly, and consciously implement them on a daily basis. In the same way that we plan lessons based on specific musical goals and objectives, we can formulate strategies that will result in improved classroom behaviors.

Expectations

Before that can happen, however, we need to create realistic expectations of our students based on our understanding of their cognitive, social-emotional, and physical abilities. We can do this by first learning as much as we can about specific students, the nature of their special needs, and the extent to which their disability may be impacting their learning and behavior. Reading IEPs, consulting with special education teachers, collaborating with other support staff, and meeting with parents are all methods that we can use to gather this information.

For example, we might learn from Bill's IEP that this ten-year-old on the autistic spectrum has difficulty decoding facial expressions and interacting with other children. If we were planning to have Bill work cooperatively with other children on a small group project, the information would help us prepare a setting that may be less challenging for him. To help him succeed, we may moderate our expectation of Bill's input in the group, ask a paraprofessional to assist him, or we may closely monitor and assist him ourselves. Without this essential information, we might have assumed the child was misbehaving or being defiant, and our response could have had a negative impact on the whole class. Similarly, consulting with district support staff will help to distinguish between behaviors that should be overlooked, and those that should be discouraged. Some attention-seeking behaviors may be diminished or even extinguished when the expected attention is not gained. Alternatively, some students, such as those on the autism spectrum, may exhibit repetitive movements that are self-regulatory or self-stimulating. Your response will be based on what you've learned about them. For some children, it may be appropriate to ignore these behaviors. For other children you may be able to reduce these behaviors through the use of positive statements such as "Hands down, Bill" or "Put your hands on your desk, Bill."

Rules And Procedures

At the start of each school year, and as needed throughout the year, it's a good idea to take time to review classroom policies with your students. Visual reminders may benefit those with special needs; having the rules displayed on a poster makes it easy to refer to when they are being broken, or being observed. Take care to state rules in a constructive manner rather than a negative manner; for example, "Make statements that are positive and helpful" is clearer than "No complaining" and focuses on what you want children to do - not what you don't want them to do. It also may be necessary to demonstrate the rules, through role-playing or acting, to clarify meaning. For instance, you learn that Sue, a nine- year-old with a hearing loss, has delays in communication and language skills. She does not understand abstract rules such as "Respect each other" or "Respect musical instruments." Asking for volunteers to demonstrate examples of respect, or providing the example yourself, will help to make this concept clear.

Along with rules, clear procedures for often-repeated activities will provide an organized routine that will become habitual for students. Practicing procedures for taking turns, lining up, getting/putting away materials and instruments, and for cooperative activities at the start of each school year will instill a sense of structure for those who need it and will assist in maintaining overall order.

Schedules and Transitions

A classroom teacher has told you that Anita, a seven-year old girl with learning disabilities, has trouble with transitions. You have noticed that she often misbehaves at the beginning and end of music class, yet you expect your class to begin and end in an orderly fashion. Some students with special needs, including autism, learning disabilities, emotional disorders, or ADHD, may have difficulty at various times throughout the day when they are expected to go from one learning situation to another, which compounds the challenges they face as they struggle to learn. There are several steps we can take to help them cope, depending on their ages.

For younger students, beginning each class with a "hello" song, and ending with a "goodbye" song will help establish a sense of routine. Anita may benefit from following a simple graphic organizer with pictures of children performing the activities that are planned for the lesson. When the task is completed, removing the picture helps her become aware of the progression of the lesson. Other variations of this method include changing a picture of traffic light from green to yellow to red, or removing pegs from a pegboard to indicate the passage of time. These methods seem to reassure children and provide a feeling of stability.

Older students, meanwhile, can better cope with the lesson's demands if you post on the board the schedule of songs to rehearse, pages to turn to, or assignments to complete.

Positive Reinforcement And Reward Systems

You have probably noticed that positive reinforcement works with many students in a variety of situations. A reward system that "catches" children when they're doing something correct helps to give all students a positive outlook. For example, Phil, a nine-year old with ADHD, frequently needs to be reminded to keep his hands to himself, and to stay on task. There are several methods you may consider to help him successfully follow your class rules. If Phil responds eagerly to high-fives, praise, or privileges (such as lining up first, or playing a coveted rhythm instrument,) then these strategies can easily be worked into your daily routine. You could also choose an external reward system that requires the whole class to work cooperatively in exchange for a reward such as a sticker. When the class accumulates a certain number of stickers, they celebrate with activities such as watching a movie, listening to student iPod playlists, etc. As they follow their weekly progress and eagerly count stickers, most students will learn the connection between their behavior and the reward. However, Phil may not realize this connection; you may then need to implement an individual checklist that illustrates required behaviors and records his performance. At first, you will have to assist Phil with this task; in time he may be able to monitor his own progress.

For an older student, an effective tool is a behavioral contract that you both sign. This agreement lists required behaviors, and indicates rewards and consequences for the duration of a limited time period.

Teacher Attitude

We know, both from research and from our own experience, that our own attitudes shape outcomes in our classroom. Our positive outlook regarding inclusion means that students' social, emotional and academic success is more likely. Similarly, our approach to classroom management is shaped by the extent to which we create a positive classroom atmosphere. We are music teachers because we have a passion for music; projecting that enthusiasm and excitement to our students motivates children to want to be part of something valuable and enjoyable. Perhaps more importantly, we are music teachers because we have a passion for teaching children; projecting a feeling, caring personality inspires them to want part of to be something that can be life changing.

How do we express that? In and out of the classroom, simply smiling and greeting students who might need a bit of extra encouragement demonstrates that we care. Showing that we regard them as individuals whose input, feelings, and interaction are valued, will lay the foundation for successful behaviors in the classroom. Some students with special needs will struggle to participate in your lessons; focus on their effort rather than the outcome. For some children, a smile may be the most they can give you, and when that happens, celebrate the moment!

Similarly, maintain a positive attitude for yourself—when things are not going smoothly, remain composed, and don't take it personally. There are many variables that contribute to student behaviors, and what works one day may not necessarily work the next. Be prepared, be positive, and when things do not go as planned—which happens occasionally—be kind to yourself and take time afterward to evaluate the situation, perhaps with a trusted colleague.

Teaching students with special needs can be challenging, but infinitely rewarding. When you have a plan in place, music class will be a place where all children can grow and learn in a structured, enriching environment.