Orff Schulwerk and Autism: Unlocking the Gifts of Students with Autism in the Music Classroom through Orff Schulwerk

The concept of teaching for each student’s needs is called differentiated instruction. For students with autism in the general music classroom, differentiated instruction has received limited attention from researchers and practitioners. Although teacher education programs do include a review of special education resources and needs, music teacher education programs do not always include intensive study of accommodation for students with special needs that specifically apply to the music classroom. One strategy music teachers can use for differentiating education for their learners with disabilities is the process of Orff Schulwerk instruction. Orff Schulwerk is an approach, originally and commonly used in the general music classroom, that focuses on organic learning techniques to build confident and dynamic learners. With the rising prevalence of students with autism in the classroom, music educators must be able to properly differentiate their teaching for these students. Music educators can create inclusive classrooms and content by utilizing the Orff Schulwerk approach as often as possible in their curriculum; however, this pedagogical idea is often not practiced

The Relationship between Music Participation and Mathematics Achievement in Middle School Students

A comparative analysis was used to study the results from a descriptive survey of selected middle school students in Grades 6, 7, and 8. Student responses to the survey tool was used to compare multiple variables of music participation and duration of various musical activities, such as singing and performing on instruments, to the mathematics results from Georgia Criterion-Referenced Competency Test (Georgia Department of Education, 2011. The results were analyzed with the use of the Pearson r correlation coefficient. The intensity of relationships was assessed with analysis of variance (ANOVA). A final t-test of means was conducted to compare the mathematics achievement of students, who reported that they participated in musical activities vs. students, who reported no participation in musical activities. It was found that there was a positive correlation between students\u27 participation in music and their achievement in mathematics. In addition, there was a positive correlation between the variables of participation in vocal music and brass music, respectively, and mathematics achievement. The greatest correlation was between years of vocal music participation and mathematics achievement. The results from the ANOVA indicated that, when students participated in music for 3 years or more, there was a significant increase in mathematics scores. A final t-test of means indicated that there was no significant difference in the means of mathematics scores between students who had participated in musical activities in comparison to students who did not participate in musical activities

Music Participation and Achievement Scores among Middle School Students with Disabilities: A Causal-Comparative Study

This quantitative, causal-comparative study examined the differences in reading and math achievement between students with disabilities who participated in music for two or more years and those who did not. This study’s purpose was to show if participating in music can impact the academic achievement of middle school students as measured by the State of Texas Assessment of Academic Readiness (STAAR). The covariate in the study was the reading and math STAAR scores from fifth-grade students in the 2015–2016 school year before they participated in middle school music. These students’ eighth-grade 2018–2019 math and reading scores were used to show if a difference exists between the academic achievement of students that took part in music and those who did not. A convenience sample of 155 students from an urban district was analyzed using ANCOVA statistical analysis to discover if there is a difference in the achievement of middle school students with disabilities when participating in music classes for two or more years as measured by their STAAR scores. The research found no statistically significant difference between the two groups. Future recommendations for research include duplication of the study with a larger sample or different population

Opening eyes onto inclusion and diversity

In Australia and internationally much still needs to occur to promote inclusive practices in education and society with many educators not feeling equipped to recognise or appreciate diversity or cater effectively for inclusion (Hardy & Woodcock, 2015). It is into this space that a University of Southern Queensland team of researchers, practitioners, and academics intends to contribute an open textbook 'Opening Eyes onto Inclusion and Diversity'. With embedded audio–visual components, the Open Textbook is designed to enhance the quality of the reader’s experience with each chapter posing key understandings underpinning inclusion and diversity. Readers are encouraged to answer questions on culture, special learning needs, varied educational contexts, gender diversity and more. The key expected outcome of this open textbook is to engage readers in making meaning of inclusion and diversity and applying their learning to their own individual contexts

Exploring Multi-Sensory Curriculum Development: Grades 3-5 Science In A Virtual Environment

The capstone thesis uses a qualitative research approach to explore the question: What are virtual tools and multi-sensory strategies that can be integrated into curriculum development to support the engagement of learners in science in grades 3-5 in virtual learning environments? The author chose this topic to find and to apply multi-sensory strategies, including technology-rich approaches, in virtual education, and developed a new curriculum unit using current sensory-rich technologies. The goal is to enhance and enrich curriculum, and thereby to increase student engagement in the sciences. Applying these tools in virtual education and using multi-sensory approaches can lead to new possibilities. The possibilities of using virtual and augmented reality tools is examined in relationship to the content area. Topics explored in the review of the literature include Gardner, Dewey, Montessori, Piaget, and virtual education using virtual reality, augmented reality, and programs and applications for virtual and face-to-face classrooms. The limitations and dangers of these tools, as well as their benefits, are discussed. Understanding by Design (UbD) and a constructivist teaching approach, and an integrated approach using these technologies, are used to develop a unit of science curriculum in Ocean Science, refreshed from a successful traditional unit. The author finds the multiple intelligences and the sensory approaches from Gardner and the multi-sensory, constructivist approaches most pivotal. Montessori seems to be the most knowledgeable about the importance of multi-sensory education itself. Integrating technological applications, including virtual reality (VR), augmented reality (AR) applications, and examining ongoing research, proves productive. The field of technology in education is an ever-changing and ever-expanding field. The author suggests it may be effective within a school system, district and classroom to develop a technology and curriculum review team to face the many decisions, challenges, and changes technology in the classroom brings. The author concludes that to broaden multi-sensory approaches, used in any form, in any educational environment, will benefit every student. For the developed curriculum, the limitations, implications, and recommendations for future research are discussed

Neurodiversity and Autism Spectrum Disorders: Grounding for social work education and praxis

This banded dissertation includes three products that use neurodiversity as a theoretical framework to explore how autism spectrum disorder (ASD) has been treated in the social work academy. Neurodiversity is a social movement amongst some individuals with ASD who see the diagnosis as a difference, primarily manifested neurologically, in how their brains, senses, emotions and beings are different than typical people, which itself represents a type of diversity. The first product is a paper that explores the emergence of the neurodiversity movement in the early 2000’s and the cogent factors that inspired this movement. The connection to social work’s strength-based practice (Saleeby, 1992) critical disability theory, and ideas of empowerment and self-determination are part and parcel of the neurodiversity movement, yet the social work academy has been largely unaware of this trend. The second product, a cross-sectional survey study examined the disconnect between social work education and ultimately, the preparation and desire of social workers to practice with people with ASD. Regression analysis revealed that contact with persons with ASD was the greatest predictor in the model. Overall, the model significantly predicted the desire to work with people with autism F (6, 272) = 36.3, p \u3c .0001, R2 = 0.51, Adjusted R2 = 0.50. The third product is a peer-reviewed poster presentation entitled: Neurodiversity: The New Cultural Competency in Social Work Education presented at the Council on Social Work Education’s 64th Annual Program Meeting (APM) on November 11, 2018. The poster included an overview of the development of neurodiversity and its application into social work education. Specifically, the poster looked at ways social work practitioners could more easily understand and communicate with those on the autism spectrum

Neurodiversity and Autism Spectrum Disorders: Grounding for social work education and praxis

This banded dissertation includes three products that use neurodiversity as a theoretical framework to explore how autism spectrum disorder (ASD) has been treated in the social work academy. Neurodiversity is a social movement amongst some individuals with ASD who see the diagnosis as a difference, primarily manifested neurologically, in how their brains, senses, emotions and beings are different than typical people, which itself represents a type of diversity. The first product is a paper that explores the emergence of the neurodiversity movement in the early 2000’s and the cogent factors that inspired this movement. The connection to social work’s strength-based practice (Saleeby, 1992) critical disability theory, and ideas of empowerment and self-determination are part and parcel of the neurodiversity movement, yet the social work academy has been largely unaware of this trend. The second product, a cross-sectional survey study examined the disconnect between social work education and ultimately, the preparation and desire of social workers to practice with people with ASD. Regression analysis revealed that contact with persons with ASD was the greatest predictor in the model. Overall, the model significantly predicted the desire to work with people with autism F (6, 272) = 36.3, p \u3c .0001, R2 = 0.51, Adjusted R2 = 0.50. The third product is a peer-reviewed poster presentation entitled: Neurodiversity: The New Cultural Competency in Social Work Education presented at the Council on Social Work Education’s 64th Annual Program Meeting (APM) on November 11, 2018. The poster included an overview of the development of neurodiversity and its application into social work education. Specifically, the poster looked at ways social work practitioners could more easily understand and communicate with those on the autism spectrum

Neurodiversity and Autism Spectrum Disorders: Grounding for social work education and praxis

This banded dissertation includes three products that use neurodiversity as a theoretical framework to explore how autism spectrum disorder (ASD) has been treated in the social work academy. Neurodiversity is a social movement amongst some individuals with ASD who see the diagnosis as a difference, primarily manifested neurologically, in how their brains, senses, emotions and beings are different than typical people, which itself represents a type of diversity. The first product is a paper that explores the emergence of the neurodiversity movement in the early 2000’s and the cogent factors that inspired this movement. The connection to social work’s strength-based practice (Saleeby, 1992) critical disability theory, and ideas of empowerment and self-determination are part and parcel of the neurodiversity movement, yet the social work academy has been largely unaware of this trend. The second product, a cross-sectional survey study examined the disconnect between social work education and ultimately, the preparation and desire of social workers to practice with people with ASD. Regression analysis revealed that contact with persons with ASD was the greatest predictor in the model. Overall, the model significantly predicted the desire to work with people with autism F (6, 272) = 36.3, p \u3c .0001, R2 = 0.51, Adjusted R2 = 0.50. The third product is a peer-reviewed poster presentation entitled: Neurodiversity: The New Cultural Competency in Social Work Education presented at the Council on Social Work Education’s 64th Annual Program Meeting (APM) on November 11, 2018. The poster included an overview of the development of neurodiversity and its application into social work education. Specifically, the poster looked at ways social work practitioners could more easily understand and communicate with those on the autism spectrum

SENS(E)ible Education: A Sensory Approach to an Inclusive Kindergarten

Architecture that is designed with the intended occupants full sensorial needs in mind ultimately enhances the occupants\u27 experience. Architecture that engages all our senses will create spaces that transcend the purely visual. This higher order of perception will make occupants more self aware, conscious of their embodied experience of the world around them, and create informative experiences

The early years : a handbook for new early childhood progressive educators

This master\u27s project provides research, advice, and suggestions that will continue to prepare progressive early childhood teachers for their first years in the classroom