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Adina Harris

Dr. Crosby

MUE 535

25 April 2017

Music and Autism

Teaching for any person can become a very difficult task. However, teaching a student

with autism can be seen as being much more challenging in a classroom setting. Not only do

teachers have to be very prepared and well equipped to efficiently teach students with autism, but

the students themselves have to adjust to the classroom and the teaching style of the instructor. In

the article, Tips to Consider When Including a Student with ASD in Art, Music, or Physical

Education contributor, Kim Davis, talks about many ways to handle students with autism in the

inclusive classroom based on the specific subject being taught.

In this article, Davis gives multiple tips that teachers can use in order to be more prepared

for a student with autism. The first suggestion is to learn about autism. Davis states that when a

teacher realizes that a student with an autism spectrum disorder will be on the class list, instead

of worrying, begin to learn more about autism (Davis, 2007). There are a multitude of resources

available to the public about autism and people who have autism. Davis suggest to watch videos

that discuss autism, as well as research articles from local institutions and libraries. Davis also

mentions that a great resource to turn to for guidance and information on autism would be the

special education teacher. These teachers would not only have a lot of information on autism, but

they would also have specific information about the child with who would be entering the

teachers class (Davis, 2007).

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Another important suggestion Davis gives is to learn about the individual student. She

goes to state that every person with autism is unique, yet similar (Davis, 2007). This means

that every student will be different and their behaviors will differ according to how the

characteristics of autism appear for them. Davis also states that it is important to understand the

environmental issues that the student will encounter. The art, music, or physical education

environment can be very overwhelming for the students (Davis, 2007). Davis explains that

being in the spaces for the art, music, and physical education classes can overwhelm the students

with autism because of all of the sense enlightening aspects of each of these classrooms, such as

the loud sounds in p.e. the multitude of colors and smells of paints in art class, and the various

sounds of the music class (Davis, 2007).

According to the article, routines are very necessary to help prevent confusion.

Davis suggests that providing a visual aid or agenda posted in plain sight for the class to see and

review helps diffuse some feelings of anxiety or confusion for students with autism (Davis,

2007). Davis also explains that teachers should really pay attention to how they are giving

directions to the class. She states that instructions should be given in a direct, calm, and concrete

way remembering to avoid making abstract comments to students with autism, who are very

literal thinkers (Davis, 2007). Davis also mentions that it is best to give additional time for

students with autism to think and process the information and instructions that are given to them.

This means that teachers should not give the students too much information at one time. Lastly,

Davis states that the best way to help students with autism is by having them engage in positive

social interactions with their peers.

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References

Davis, K. (2007). Tips to Consider When Including a Student with ASD in Art, Music, or

Physical Education. The Reporter