Fully inclusive environments have become a norm in most public schools throughout the United States. That can, depending on the special education classification involved and the subject matter, pose challenges to both the student and teacher. One such possible challenging pairing can be teaching music class or music ensemble to students with hearing impairments.
Under the Individuals with Disabilities Act (IDEA) which has 13 identifiable conditions that warrant educational protections and laws, deafness is a kind of hearing impairment so severe it impedes processing oral language, regardless of amplification. Hard of hearing is classified by IDEA as a hearing impairment that can adversely affect performance, but cannot be classified as deafness. Hard of hearing students can have a fixed hearing loss or a fluctuating loss and it can affect any aspect of hearing. (www.specialeducationguide.com) So the hearing loss may impact an individual’s ability to hear at a certain volume or in a particular range.
Given the definitions of hearing impairment and deafness it may seem as though music classes or participation in an ensemble would not be possible for students with these identifications. Providing appropriate technical support, accommodations or modifications however, makes music accessible to this population.
In fact, this not only makes the curriculum accessible, but studies have shown that musical vibrations have as much impact on the brain’s development as “real” sounds perceived by hearing children and early exposure stimulates the brain music centers. (Connolly) There has also long to be thought a connection between music and math. Music has patterns as does math, helping to develop recognition of patterns. It has been found musicians have increased cognitive abilities and it may be “music education allows for increased cognitive performance”. (Eide)
Given the importance the role of music plays in brain development it becomes obvious music education should be included in the lives of all children-even those who may not hear the music in a traditional way. It therefore becomes important to make music meaningful and accessible to hearing impaired students through differentiation.
One such example is when introducing students to classical pieces, a teacher can create a power point of images to accompany the introduced selection to provide a visual for the special needs pupil. When playing Ferde Grofe’s “Grand Canyon Suite” provide images that match the music and what Grofe hoped to convey to the listening audience. It is important for teachers to remember that deaf or hearing impaired individuals may be able to “hear tones that occur within their range of residual hearing”. (Hayes)
Some hearing impaired students may hear the selection when it is played louder if their loss is a conductive loss. As this may be a problem with students whose hearing falls within “normal ranges”, provide the music to the hearing impaired student in advance of the class so they can “preview” it at home. ( Please note: headphones to make the music louder for the hearing impaired individual are not advised as playing music too loud at close range can damage hearing further.)
In her article, “Encourage Musical Journeys”, Wendy Cheng, herself a hearing impaired musician, makes several suggestions for teaching music to hearing impaired children. She encourages, where applicable, the use of assistive listening devices, such as an FM system, reminds teachers not to talk over the music as students will miss what is being said and the use of an electronic tuner as a visual aid that lets the student know if they are playing or singing in tune.
“Feel the Music” is a program across Europe that encourages hearing impaired children to have exposure to music. Students are encouraged to feel and speak about how the vibrations of music feel as they play an oboe or sit beneath a grand piano while a pianist performs music containing trills and strong bass notes. (Connolly) This can be adapted to the classroom using similar techniques. Deaf or hard of hearing children should put their hands on speakers or percussion instruments as they are played and experiment with playing woodwinds or strings themselves. Vibrations are a great introduction to music and instruments. (Hayes)
Music will also make more sense if it is presented in context. “Also Sprach Zarathustra” by Strauss can be introduced during a science unit about space. With prior knowledge activated, the support of visuals (pictures of space, sunrise, etc.), hands on the speakers to absorb vibrations the hearing impaired student can still participate in a complete musical experience.
Without such supports in place, a teacher can expect the student to avoid class by trips to the bathroom or nurse, try to make class more enjoyable for themselves by speaking out of turn or touching class items inappropriately or simply zoning out and not paying attention because they are getting little from the class.
Making the learning experience one that engages full use of the hearing impaired student’s faculties (sight, vibration, prior knowledge, technical assistance and yes, sound as able) makes music and ensemble classes not only fully accessible but enriching as well.
Cheng may have offered the most valuable advice of all when she advises teachers to “avoid assumptions”. The heart of a musician may lie inside that of a deaf child. It is up to the teacher to demonstrate anything is possible.
Works Cited
Cheng, Wendy. “Encourage Musical Journeys”. Listening and Spoken Language
Knowledge Center. Alexander Graham Bell Association for the Deaf and Hard of
Hearing, July/August 2012. Web. 26 April 2016. www.agbell.org
Connolly, Kate. “Feel the Music Project Teaches Deaf Children a Touch of Beethoven”.
The Guardian. Guardian Media Group, 19 Nov.2012. Web. 26 April 2016.
www.theguardian.com/music/2012/nov/19/feel-the-music-deaf-children-orchestra
Eide, Naomi. “Does Music Give You Math Skills? It’s a Tricky Equation”. Livescience.
Purch, 2016. 27 June 2015. Web. 26 April 2016.
www.livescience.com/51370-does-music-give-you-math-skills-html.
Hayes, Erica. “Hearing Impaired and Music Education” Prezi n.p. 14 Sept. 2011
Web. 26 April 2016. https://prezi.com/mytgnnnj614d
Special Education Guide. “Deafness” & “Hearing Impairments”. Special Education
Guide, 2013-2016. Web. 26 April 2016. www.specialeducationguide.com
