Posted Monday September 05 2016 at 8:18 pm
in News
Now in its second session, this dance program for children on the autism spectrum teaches the basics of dance while incorporating social skills and the use of imagination and personal expression. Children dance to live music in a relaxed, fun environment and received personalized attention from specially trained faculty. Parents/caretakers may stay during class time.
Step by Step! provides:
Dance skills including posture, coordination, spatial awareness, sequences and patterns, musicality and rhythm, music appreciation, live music, and
Life skills including social interaction (listening, following directions, eye contact, taking turns, team work), verbal skills, and use of imagination and personal expression.
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Posted Wednesday August 24 2016 at 3:49 pm
in Education
By Nicole Agois Hurel, Ed.M., VSA Mass. COOL Schools Director
Reprinted from VSA International's Blog
Teaching Artists (TAs) bring incredibly rich resources and opportunities to inclusive learning settings. However, they often receive less formal instruction and supports than other educators to meet the wide-ranging needs of their students. VSA Massachusetts' COOL Schools Program piloted an Inclusion Support Initiative this year, which involved the development of the MICC Check for Inclusion, a self-assessment and coaching support tool to improve inclusive practice. The tool provides a set of best practices under four categories: Materials and space, Instructional techniques, Collaboration and Classroom management. It allows TAs to assess their practice in each area and provides a framework for targeted coaching support. Based on the process we followed, here are five tips to support TAs to improve their inclusive practice:
1.) Create a system of training and support. Developing a system (group meetings, one-on-one meetings, feedback mechanisms) that is consistent and predictable allows for meaningful discussion and sustainable growth. Consider your staff and TA capacity when designing it. The system will allow for reliability and focus, and will help you get a clearer idea of common growth areas and how you can best support them.
2.) Describe and model best practices upfront. Setting expectations of what quality inclusive teaching and learning looks like upfront allows TAs to visualize those practices in their teaching and consider them in their planning. Getting input from TAs during the process of naming and defining these practices is essential to keep them relevant and useful in their teaching. Make sure these practices are articulated in a space TAs can access on a regular basis, such as a tool, website, or handout.
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Posted Saturday August 06 2016 at 10:23 pm
in News
Guest blog post by Sarah Tree of Seven Hills Foundation
My name is Sarah Tree, and I'm a board certified music therapist providing services to the Seven Hills Foundation of Worcester. I visit six different Seven Hills locations in Worcester, Milford, and Devens. Through group and individual music therapy sessions, we work on social, communicative, cognitive, and physical goal areas. In addition, there are choruses and switch ensembles that prepare for occasional performances.
One of the more exciting projects we've been working on in our performing groups is the use of switch soloists for our choir at the Adult Day Health program. The "Cool Cats Choir" is inclusive, providing music experiences for individuals with all levels of ability. For some of our individuals, singing along in time to the music is difficult, due to disabilities which impact their verbal communication. or these individuals, performing a solo without assistive technology would be difficult, if not impossible. Through a program called "switch ensemble", which plays digital audio files in response to the activation of electronic switches, these individuals will be featured soloists during performances.
