Guidelines for Paraprofessionals in the Music Classroom
Hughes, Rice, DeBedout, & Hightower, and Wilson, ed., (2002). Models of music therapy Intervention in school settings. American Music Therapy Association.
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http://www.amazon.com/Models-Therapy-Intervention-School-Settings/dp/1884914047
available from Amazon
http://www.amazon.com/Models-Therapy-Intervention-School-Settings/dp/1884914047
image of paraprofessional assisting special needs student in wheelchair who is participating in a music class led by a teacher playing a guitar
edited by Swint
edited by Swint
Things Paraprofessionals Do That Music Teachers Love
- Model desired behaviors by participating in the singing, dancing, playing instruments, etc., as the children are expected to do.
- Sit or move about the room as the activity directs, in order to assist all students, not only those in ESE.
- Actively and enthusiastically participate in all activities.
- Allow students enough time to perform expected task or behavior before assisting. First give them the freedom to try.
- Redirect inappropriate behavior.
- Correct students “up close and personal.”
- Assist the music teacher with discipline, while not usurping the music teacher’s authority.
- Communicate with the music teacher about any unusual problems before class begins.
- Ask questions in order to clarify instructions or procedures.
- Give suggestions on how materials or parts may be adapted for individual students.
- Serve as a communication link between ESE teacher and music teacher.
- Sign everything in the class for students with hearing impairments.
- Physically help students experience an activity by assisting them when needed.
- Outside of music class, make/adapt materials so all children can fully participate.
- Teach prompting/assisting skills to peers. Model the interaction, then allow classmates to interact within personal time frames.
Things Paraprofessionals Do That Drive Music Teachers “Out of Tune”
- Are not on task (reading the paper, grading papers, eating lunch, etc.).
- Look bored, disinterested, irritated, or sleepy.
- Talk to others or the music teacher during class.
- Discuss a student in front of the student.
- Shout instructions or corrections to students during class.
- Use discipline which conflicts with that of the music teacher’s.
- Expect “more or better” behavior from the student who is mainstreamed.
- Use rude, condescending, or irritated voices when addressing students.
Download your own copy to hand out to your paraprofessionals
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