William Budai is the coordinator of group piano at Indiana University/Purdue University at Indianapolis (IUPUI) where he teaches group piano, applied piano, and serves as the director of the IUPUI Music Academy, a community music school affiliated with the University. Dr. Budai holds degrees in Music Education from Central Michigan University and Piano Performance and Pedagogy from Bowling Green State University (OH). He recently completed a PhD in piano pedagogy from the University of Oklahoma, where he studied with Dr. Jane Magrath, Dr. Reid Alexander, and Dr. Edward Gates. In addition to his IUPUI responsibilities, Dr. Budai maintains a studio of pre-college students and has spent 12 summers serving as an accompanist and as part of the group piano faculty at Interlochen Arts Camp.
William Budai
Indiana University/Purdue University-Indianapolis (IUPUI)
535 W. Michigan St.
Indianapolis, IN 46202
317.278.2593
wbudai@iupui.edu
The 2006 GP3 Forum featured an excellent panel presentation entitled "Teachers of Special Needs Students Discuss Teaching Techniques, Materials, and Experiences." Three very experienced teachers of special needs students shared their thoughts and expertise on how to effectively work with this population of students. Sue Steck-Turner provided a detailed account of how students with Asperger's syndrome and autism learn, Dan Craig discussed how to effectively teach ADD/ADHD students, and Cynthia Pullin described the difficulties dyslexic students face in learning to read music.
Asperger's Syndrome and Autism
Students with Asperger's syndrome and autism typically exhibit a number of distinct characteristics. These students may have problems with ordinary social interactions and communication. They may have difficulty making eye contact, initiating or sustaining conversation, and will often take what you say very literally. In addition, these students usually will have a preoccupation with one interest that is abnormal in intensity (such as an intense fascination with storms or thunder) and will strictly adhere to certain routines or rituals. An additional distinguishing characteristic of autism is their repetitive motor movements.
In working with these students, the teaching environment must be comfortable, teacher-controlled, and consistent: if you must make changes, you will need to prepare the student well in advance. Lesson plans should establish a routine and consist of much repetition. Within the framework of a routine, however, it is helpful to provide the student with opportunities for choice. As always in teaching, it is important to correct errors immediately.
The teaching materials used should be very "friendly" - simple, large print, and uncluttered on the page. The teacher should feel free to manipulate the materials as needed, such as removing (i.e., cutting out) the pictures and teacher notes on the page. The use of manipulatives or tactile activities (especially kinesthetic activities away from the piano) is also ideal, as well as the use of color or other visual effects, which can be quite effective. For example, one could use colors to highlight the different hands or different notes.
In addition, teachers of students with Asperger's or autism will need to think and work small: work on short pieces, give little assignments, and set small, incremental goals. In the end, the teacher will need to be flexible and adjust to the student; if the student is uncomfortable, he or she will withdraw from the lesson.
ADD/ADHD
There are three main types of ADD/ADHD: 1) predominantly inattentive, 2) predominately hyperactive/impulsive, and 3) the combination of the preceding two. Symptoms of these disorders typically surface between 6 months and age 7 and affect 4-6% of the U.S. population. Children are more likely than adults to have ADD/ADHD, and males are more likely than females. While the most common form of treatment is a stimulant or other medication, treatments such as cognitive behavioral therapy and psychotherapy can be used in some instances.
In terms of music education, these students typically find it difficult to engage in the lesson; they progress at a slower pace, have less retention of the material, and experience greater frustration. There are also behavioral concerns that can affect the lesson: these students may have difficulty staying on the piano bench, will be easily distracted, have difficulty with a practice routine, and have off-topic responses and comments.
To be successful with these students, the teacher can employ a number of important strategies. As with most any student, motivation is a key factor. Determine the student's musical and non-musical interests to find pieces that are fun and enjoyable. It is also important that the teacher attempt to reduce distractions for the student. This may include closing doors in the room, looking at only one page at a time, enlarging the score, pointing as the student plays, and providing clear, simple instructions. The teacher should only present one item at a time and maintain eye contact as much as possible when teaching. In addition, allow frequent breaks (every 5-10 minutes), and change activities frequently.
Depending on the student, neurological techniques may be employed as a strategy to manage behavior. These techniques include the use of weighted vests or heavy blankets, or providing the student an opportunity to "self-regulate" using an inflated cushion seat or ball. It is important, however, to discuss the use of any neurological technique with the parent first.
Dyslexia
Dyslexia can manifest itself in a variety of ways, the most common being visual perception problems. To a dyslexic person, "p" "q" "b" and "d" all consist of a circle with a line on it. Specific trademarks of dyslexia include inconsistency in performance, difficulty finding place after looking away, omitting words or writing the same word twice, and greater difficulty with numbers. Dyslexic students may typically rely on kinesthetic or aural skills to compensate for difficulty in reading. These students are typically very bright students, although they may tire more quickly than others since greater concentration is needed.
Many of the same strategies mentioned previously would also work well with dyslexic students. For example, enlarging the score or copying music onto colored paper to avoid the glare often found with white paper and black print can be very advantageous. Preparing carefully planned and sequenced lessons that build in small steps and establishing a quiet and organized work environment to eliminate distractions can also help. As dyslexic students may have great difficulty with directional reading and spatial awareness, multi-sensory instruction - combining hearing and seeing along with singing and movement - will help the student remember patterns of notes and patterns of rhythm.
With all special needs students, a great deal of patience is required. With the proper instruction and a supportive environment, these students can indeed be quite successful in music lessons.
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