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Ms. Knowlton’s Classroom Edit display name

  • Oakdale Middle School
  • Rogers, AR
  • Half of students from low‑income households

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Although systematic exposure to different stimuli has been shown to be of value, there is a limit to how far sensory skills can be taught. Discrete training must be backed up by activities that encourage pupils to use their senses fully and to integrate what they have learned into other contexts. Music obviously offers auditory stimulation and the opportunity for pupils to control the production of sound through vocalizing, clapping, and manipulating instruments. Sound is not only experienced through hearing, but also on a vibrotactile level when in close physical contact with an adult or instrument. Music may also provide a context for students to explore and learn to recognize instruments visually or by touch. Music technology may motivate some pupils to attend for longer and enable others to control sounds despite limited physical capabilities. Adults need to structure students’ activities to ensure that they have access to interesting experiences and are supported to explore objects, to provide stimulation for sensory and cognitive development. A parachute can be used to create a mini-environment within which pupils are helped to attend to visual and auditory stimuli. It also creates changing visual stimuli as it rises and falls and tactile stimuli from the rush of air as it moves. Some pupils are engaged by the experience of being under a parachute, others enjoy helping to make it move and others respond to interaction with an adult sharing a small space under the parachute canopy.

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Although systematic exposure to different stimuli has been shown to be of value, there is a limit to how far sensory skills can be taught. Discrete training must be backed up by activities that encourage pupils to use their senses fully and to integrate what they have learned into other contexts. Music obviously offers auditory stimulation and the opportunity for pupils to control the production of sound through vocalizing, clapping, and manipulating instruments. Sound is not only experienced through hearing, but also on a vibrotactile level when in close physical contact with an adult or instrument. Music may also provide a context for students to explore and learn to recognize instruments visually or by touch. Music technology may motivate some pupils to attend for longer and enable others to control sounds despite limited physical capabilities. Adults need to structure students’ activities to ensure that they have access to interesting experiences and are supported to explore objects, to provide stimulation for sensory and cognitive development. A parachute can be used to create a mini-environment within which pupils are helped to attend to visual and auditory stimuli. It also creates changing visual stimuli as it rises and falls and tactile stimuli from the rush of air as it moves. Some pupils are engaged by the experience of being under a parachute, others enjoy helping to make it move and others respond to interaction with an adult sharing a small space under the parachute canopy.

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