Music, Art Work assist Special Needs Children Tremendously
by Art Scott
Art Scott 949.454.1221 WWW.MUSICBYARTSCOTT.COM
Mr. Scott offers over 40 years experience as a Teacher / Educator / Counselor.
He holds a BS in Music Education, Liberty University and a
MS Clinical Mental Health Counseling, Walden University
While completing my Masters of Science in Clinical Mental Health Counseling, I enjoyed serving over 900 hours at John Eader Elementary School in Huntington Beach, CA. It was a tremendous learning experience and encouraged me in my work with all children, including those children with Special Needs. Some were borderline and undiagnosed.
I know their are degrees and training in ABA which offer limited support and assistance with Special Needs children however, their training and education leave out this important aspect of Music and Art Work. I have a passion to include Music and Art work for every child so they can be able to express their emotions and feelings and not supress them. I cannot imagine getting a Masters degree in ABA which does not even bother to include in their curriculum talent development.
With 40 years of experience teaching all types of children and families, I have developed the ability to discern how children learn best. For some it involves TOUCH, for others it involves EAR training and for some it involves VISUAL skills. Some children on the spectrum are incredible gifted in Music and Art. All they need is a caring, nurturing teacher working collaboratively with good parents to encourage their abilities and help them express their feelings.
Here are some great examples of children expressing themselves. Many others can be found on Youtube.
A 10 Year-Old Blind Autistic Boy Singing. What Happened Next Shocked Everyone.
https://www.youtube.com/watch?v=-F_W_zl61bI
Autistic Child Plays Piano (Unedited-wait for it)
https://www.youtube.com/watch?v=Kc12f6MtQmI
Texas Boy With Autism A Musical Genius - Shane McAuliffe - KBTX News 3
https://www.youtube.com/watch?v=SinshOsZlPg
In addition, over the past 40 years I have had the privilege of working with Children who are on the Autism Spectrum through my Music / Piano teaching. My experience includes children who are anywhere from 1 to 10, meaning mild affect to severe including those children who do not speak. I refer to the NIH website to share insight into this specific issue;
What is autism spectrum disorder?
Autism spectrum disorder (ASD) covers a set of developmental disabilities that can cause significant social, communication, and behavioral challenges. People with ASD process information in their brain differently than other people.
ASD affects people in different ways and can range from mild to severe. People with ASD share some symptoms, such as difficulties with social interaction, but there are differences in when the symptoms start, how severe they are, how many symptoms there are, and whether other problems are present.
The signs of ASD begin before the age of 3, although some children may show hints of future problems within the first year of life.
Who is affected by ASD?
ASD affects people of every race, ethnic group, and socioeconomic background, but it is five times more common among boys than among girls. The Centers for Disease Control and Prevention (CDC) estimates that about 1 out of every 88 children will be identified with ASD.
How does ASD affect communication?
The word “autism” has its origin in the Greek word “autos,” which means “self.” Children with ASD often are self-absorbed and seem to exist in a private world where they are unable to successfully communicate and interact with others. Children with ASD may have difficulty developing language skills and understanding what others say to them. They also may have difficulty communicating nonverbally, such as through hand gestures, eye contact, and facial expressions.
Not every child with ASD will have a language problem. A child’s ability to communicate will vary, depending upon his or her intellectual and social development. Some children with ASD may be unable to speak. Others may have rich vocabularies and be able to talk about specific subjects in great detail. Most children with ASD have little or no problem pronouncing words. The majority, however, have difficulty using language effectively, especially when they talk to other people. Many have problems with the meaning and rhythm of words and sentences. They also may be unable to understand body language and the nuances of vocal tones.
Below are some patterns of language use and behaviors that are often found in children with ASD.
- Repetitive or rigid language. Often, children with ASD who can speak will say things that
have no meaning or that seem out of context in conversations with others. For example, a child may count from one to five repeatedly. Or a child may repeat words he or she has heard over and over, a condition called echolalia. Immediate echolalia occurs when the child repeats words someone has just said. For example, the child may respond to a question by asking the same question. In delayed echolalia, the child will repeat words heard at an earlier time. The child may say “Do you want something to drink?” whenever he or she asks for a drink.
Some children with ASD speak in a high-pitched or singsong voice or use robot-like speech. Other children may use stock phrases to start a conversation. For example, a child may say “My name is Tom,” even when he talks with friends or family. Still others may repeat what they hear on television programs or commercials. - Narrow interests and exceptional abilities. Some children may be able to deliver an in-depth monologue about a topic that holds their interest, even though they may not be able to carry on a two-way conversation about the same topic. Others have musical talents or an advanced ability to count and do math calculations. Approximately 10 percent of children with ASD show “savant” skills, or extremely high abilities in specific areas, such as calendar calculation, music, or math.
- Uneven language development. Many children with ASD develop some speech and language skills, but not to a normal level of ability, and their progress is usually uneven. For example, they may develop a strong vocabulary in a particular area of interest very quickly. Many children have good memories for information just heard or seen. Some children may be able to read words before 5 years of age, but they may not comprehend what they have read. They often do not respond to the speech of others and may not respond to their own names. As a result, these children sometimes are mistakenly thought to have a hearing problem.
- Poor nonverbal conversation skills. Children with ASD often are unable to use gestures—such as pointing to an object—to give meaning to their speech. They often avoid eye contact, which can make them seem rude, uninterested, or inattentive. Without meaningful gestures or the language to communicate, many children with ASD become frustrated in their attempts to make their feelings and needs known. They may act out their frustrations through vocal outbursts or other inappropriate behaviors.
For more information I invite you read the entire reference @
I always ask parents their own perception of how their child(ren) express themselves. I do ongoing assessments to determine how each child processes life and their surroundings and try to adapt the best methodology so they can learn at their own pace.
Even in working with twins of triplets with and without learning disabilities, each child is vastly different and must be approach in a very patient, nurturing manner so they feel as sense of pride and accomplishment.
I am excited to work with and teach all children. Every child deserves and opportunity to explore Music and Art as part of their education and life experience. It would be my privilege to speak with you about your children and see how we can allow Music to be a wonderful part of their life and learning experience.
All the best,
Art Scott 949.454.1221 WWW.MUSICBYARTSCOTT.COM
