LITERATURE REVIEW

Literature Review

Literature review

Introduction

The educational practice called inclusion has brought increasing numbers of children with disabilities into the music classroom? many times without the teacher being informed of the unique needs of the students. These students include those with behavior issues and hearing impairments. Music teachers have to be highly qualified under the No Child Left Behind act and therefore must be prepared to successfully teach these (define these) students (de l'Etoile? 2005). This review seeks to examine literature that gives the general music teacher information about students with behavior issues as well as students who are deaf or hearing impaired.

Behavioral Issues

Children with behavior disorders such as Attention Deficit/Hyperactivity Disorder (ADHD) have difficulty paying attention. They are likely to show signs of inattention? hyperactivity and impulsivity. They may look dreamy and appear not to listen to directions. Hyperactivity is evident in a child who may exhibit physical activity at a rate and intensity that is much higher than expected for their age. Impulsive behavior manifefests when children act without thinking. They have difficulty in waiting their turn and doing things without permission (de l'Etoile 2005). Good description!

A music teacher may feel exhausted and overwhelmed when faced with students with ADD such as these during their music time. These children appear to have difficulty maintaining an optimal level of stimulation. They have a higher need for stimulation than students without behavior issues. Their inattentive? impulsive and hyperactive behavior is merely an attempt to obtain additional amounts of stimulation. Such behaviors are most likely to occur during tasks requiring prolonged attention and concentration and that students find monotonous (de l'Etoile 2005).

When a music teacher is faced with the challenge of teaching these students in a music setting? it can be overwhelming because the teacher constantly has to maintain proper order. According to de-l'Etoile (2005)? there are ways that music teachers can provide stimulation by providing (building) regular physical movement into musical experiences or allowing brief breaks for physical activity. Providing such activities can provide a temporary increase in stimulation and may help children perform more efficiently for the rest of the class period.

There are several additional strategies that a music teacher can provide to insure that the children with behavior issues are successful within the music classroom. These include being consistent? acknowledging good behavior and correcting students when they misbehave (Hart? 2003).

Working with children? who have behavior disorders? can be challenging and rewarding. Teachers who understand the origins of problem behaviors will be better equipped to address and prevent them. Music teachers can obtain assistance in this endeavor from other teachers? parents? school administrators and school psychologists. As this is a lit review? do you have a reference for this? As students acquire the skills to control their behavior? they will more likely be able to learn music? a worthwhile goal for all teachers and students.

Hearing Impairments Italicize

Hearing disabled students may be defined as deaf or hard of hearing. An individual classified as deaf is one whose hearing ...