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• W253429529 abstract "MORE AND MORE STUDENTS are entering my private studio with some sort of learning disability. As many voice teachers have had little or no training to deal with learning disabilities, this can pose a significant hurdle. While the voice studio generally presents a one-on-one learning situation and, thus, an improved learning environment for many students with learning disabilities, there is much that the private studio teacher should know and do in dealing with such students. This article will serve as a primer for the private studio teacher faced with one of these learning disabilities. A learning disability is defined in different ways by different government agencies and educational psychologists. Since I work in a Massachusetts public school system, my knowledge is based on my experience therein, and many of comments here will refer to the rules and regulations of Massachusetts (603 CMR § 28). Other comments refer to federal law: specifically, the Individual with Disabilities Education Act (34 CFR § 300). Massachusetts law recognizes ten general student disabilities: autism, developmental delay, intellectual impairment, sensory impairment, neurological impairment, emotional impairment, communication impairment, physical impairment, health impairment, and specific learning disability.1 Autism, as the reader knows, has received much attention in the media. Moreover, autism is one of the disabilities that the private teacher is likely to see in the studio. According to the Centers for Disease Control, autism (ASDs) are a group of developmental disabilities characterized by atypical development in socialization, communication, and behavior. The symptoms of ASDs typically are present before age three years and often are accompanied by abnormalities in cognitive functioning, learning, attention, and sensory processing. The term spectrum disorders is used to indicate that ASDs encompass a range of behaviorally defined conditions, which are diagnosed through clinical observation of development. These conditions include autistic disorder (i.e., autism), Asperger disorder, and pervasive developmental disorder-not otherwise specified (PDD-NOS). Persons with Asperger disorder or PDD-NOS have fewer diagnostic symptoms of ASDs compared with autism, and the symptoms often are indicative of more mild impairment.2 A student with one of these ASDs may be less likely to understand how to interpret songs. As those with the condition can lack empathy and would have trouble understanding the feelings associated with someone else's strong emotions, they often cannot see the perspective of others, and they often fail to understand implied meaning of language. Therefore, the teacher may need to work harder to facilitate the understanding of the text, as the student cannot be relied upon to interpret this alone. Since students with ASD generally have trouble initiating or maintaining conversation, do not expect that a student with ASD will enter the studio and begin by asking questions about the problems he or she had during the weeks practice sessions. The teacher may have to engage the student and guide this conversation very carefully. In addition, ASD students may not be able participants in the Socratic Method, as they can have trouble following the thread of conversation. So, do not be alarmed or offended; rather, be prepared for this and be a facilitator. Do this by asking fewer open-ended questions and offering the student multiple choice and yes or no questions. While students with ASD sometimes harbor special talents in one area such as music, these students sometimes are compulsive about following routines. Indeed, those with a special musical talent may be limited within that musical talent; they may, for example, be especially good at learning melodies, but be resistant to doing vocalises. So, it is a good strategy for the teacher to establish and maintain a routine in the studio. …" @default.
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• W253429529 date "2012-01-01" @default.
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• W253429529 title "Learning Disabilities Primer" @default.
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