ADHD, Autism, Apraxia, Cerebral Palsy, Down Syndrome, Rett Syndrome and Sensory Processing Disorder are all disabilities that I see every day. I am a board-certified music therapist serving students with special needs within a public school setting.
I serve approximately 200 students each week, and they all respond to music!
These students need additional rhythm instruments to use during music therapy sessions in their classrooms.
These students receive specially designed instruction, support, and services to meet their unique learning needs. I adapt their education lessons that teach various subjects, such as reading, math, writing, science, social studies and social skills and write songs that help them learn the educational content.
During music therapy sessions, students with disabilities have abilities! Each student CAN participate! Students have the opportunity to play various rhythm instruments during music therapy and we work on stimulating creativity and imagination, increasing impulse control and attention span, following directions and increasing receptive and expressive communication.
Music speaks to many of the students that I have the privilege to work with. The students present with a wide range of abilities within their disabilities.
The rhythm instruments and resources that I am requesting for my students will greatly impact their abilities to learn and grow through musical experiences.
While moving to music with the multicolored scarves, students with a variety of abilities are also working on hand-eye coordination, impulse control, following directions, participating in a group and imitating fine gross motor movements.
When shaking the maracas or tapping the Lummi sticks to a beat, students are also working on grasping and manipulating the instruments, taking turns, imitating, and enhancing their fine motor skills.
The velcro wrist bells help students with limited fine motor control grasp and shake the bells to participate with the other students.
The cabasa, clatterpillar and agogo are all instruments that students are drawn to because of their sound and sensory feedback. Students who need encouragement to participate and interact often choose the motivation of these instruments.
The boomwhackers and resource books will allow older students more opportunities to participate in groups on a more advanced level. These student groups will use the instruments to work on problem-solving, taking turns, being active listeners and increasing impulse control and engagement.
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