Name: 音樂療法教授聾啞/重聽學生的語言技能 (Music Therapy to Teach Language Skills for Deaf / Hard Hearing Students)
Uploaded: 2021-01-14T06:24:56.000Z
Duration: 27 min 55 s
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and I'm thrilled to be speaking with you today

about my topic, which is utilizing music therapy

to teach language skills for students, who are Deaf

or hard of hearing. I'd like to start with telling you

a little bit about myself. I was previously

the music therapist and music educator at the Colorado

School for the Deaf and the Blind. I worked for 10 years

with the School for the Deaf preschool through eighth

grade programs. I currently work for the Center for

Hearing and Communication in Broward County, Florida,

and now my focus is high school students.

what music therapy is. Music therapy is a field

that requires a degree. It requires a Board Certification

and an internship. I like to define music therapy

as "the use of music for non-musical goals."

You can find music therapists in many types of settings.

You can find them in clinical settings, in hospitals,

in hospice services. You can also find them

in educational settings. A lot of times school districts

hire music therapists in special education settings.

Research has indicated that music can aid

in memory/attention. It provides motivation and

Oftentimes, when I talk about Deafness and music,

One could hypothesize, that students who are Deaf or

hard of hearing: Why would they be good at music and

why would they enjoy music? I always, when I get that

kind of response, I like to highlight Gardner's Theory

of Multiple Intelligences, which states that all

of our brains are wired certain ways, in different ways,

My theory and Gardner's theory is that, just because

someone's hearing mechanism doesn't work like

the typical hearing  population, it doesn't mean

that their brain is still not wired and gifted for music.

In my studies and in my experience at the School for the

Deaf and the Blind, I have known profoundly Deaf

individuals, who are rooted in the Deaf community,

but still enjoy any type of feedback they get from music.

They have speaker systems at their house,

they use earbuds, and even though what they're

experiencing is vibrational, they still get reinforced and

motivated by the rhythms of the vibrational feedback.

May I add, just like the hearing population there are

some hearing people, who don't enjoy music.

Music is not their thing, they don't enroll in any classes

in music. They are just not connected to music.

I think similarly to the Deaf community, there are some

Deaf members, who don't identify with music at all.

Research has indicated strengths and preferences

for children, who are Deaf or hard of hearing.

Let me give you a few seconds to read these bullets.

It states that music should be appropriately

amplified. It is important for a teacher or parent to

realize, that for a student who is Deaf or hard of hearing,

a Fisher Price boombox is not going to do justice

to the music that they are going to hear.

You want to make sure the sound equipment

Children, who are Deaf or hard of hearing, require more

exposure, which makes sense, because maybe their

musical experiences aren't as vast as someone,

Rhythmic tendencies tend to be stronger than

pitch-related abilities. It's really interesting

in a lot of the research, the students, who are Deaf or

hard of hearing, do just as well as the hearing subjects,

Finally, sustaining instruments give more

aural feedback, are more reinforcing than percussive

instruments. This is an interesting finding, because

a lot of times in the Deaf community, you'll see big bass

drums at football games and at pep rallies.

While that instrument is very reinforcing for the Deaf

community, the research found that low-frequency

instruments like a trombone, that sustains a low pitch,

and gives more feedback. Another example is

the sound going through the amplifier is reinforcing.

It's important here that I mention, that preference is

very important. As you know in the Deaf or

hard of hearing population, that lot of times

the hearing varies. There's high frequency loss,

low frequency loss. So it is important to match

preferences with the hearing loss. For example,

the soprano recorder, which is a small high-pitched

instrument, a lot my Deaf students didn't like that

instrument, because it wasn't low pitched.

They would actually detested that instrument.

But occasionally, I have one or two students,

who would just fall love with the soprano recorder.

So you really do you have to pay attention

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音樂療法教授聾啞/重聽學生的語言技能 (Music Therapy to Teach Language Skills for Deaf / Hard Hearing Students)

rhythm

vocabulary

community

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