The purpose of this paper is to identify Autism and how to effectively give instruction a child with Autism in an inclusive public school, general symphony setting. The first part allow identify the major characteristics and behaviors of autism. Inclusion and music education in the United States leave be summarized. How professionals; music therapists and well-seasoned music educators have dealt with both piano and severely autistic children will be explored. The next ingredient will focus on adapting music lessons effectively and learning how to educate the school community on what is needed in order to have a successful inclusive music program. Discovering why music is important to the autistic learner will also be discussed. How to ask for help, music educators rights, and communication with other professionals will be examined last. It is the writers hope that this paper will give an overview of how to effectively discipline the autistic child in the general music classroom.
What Is Autism?
Autism is a developmental delay problem that occurs because of neurological disorders. Autism is usually diagnosed by the age of three and is typically first discovered by the parents, due to lack of verbal development and also hatred or resistance to being held or touched.
Effects of autism hold severe problems in communication, learning and mutual social transactions, wound up and intellectual functioning, as well as leisure or play activities. Many individuals with autism demonstrate stereotypical behavior much(prenominal) as strange and/or repetitive speech patterns, luxuriant conduct, and self injury. Persons with autism will also tend to have at least a few of the following characteristics:
Resistance to change
impediment in verbal expressions, using gestures instead
Showing emotion for no apparent reason
Spends a lot of time alone or away from people
Difficulty in socializing with others
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