Lotus Centre Institute Blog
Teaching Music to Twice Exceptional Students
As a music teacher, you may not be familiar with the term twice exceptional, but you’re most likely familiar with twice exceptional characters in popular culture. The eccentric genius, the scatterbrained professor…there are many examples of these profiles out there. People who are intellectually gifted, but have a secondary diagnosis such as autism, ADHD or a learning disability are identified as twice exceptional, and they are a bright, quirky, and fascinating group to teach! They are also a complex group, and it’s important to understand students with these profiles in order to be able to fully support them and help them reach their full potential.
Doubting yourself? Shift your mindset and get the benefits of Special Music Ed
Many cultural norms and misconceptions tell us that in order to have success teaching exceptional students, we need to have unique characteristics, abilities, or many years of specialized training. But this is not the case! Actually, it turns out that shifting your mindset and learning some simple tools and strategies can make a world of difference for both you and your exceptional students.
ADHD and the “Optimal Zone” in Music Learning
Based on the statistics, if you’ve been teaching music for any length of time, you’ve probably had more than a few students with ADHD. People with ADHD often have difficulty focusing, are easily distracted, make careless mistakes, and have difficulty staying organized. They may also have difficulty regulating their emotions and be quick to frustration or have angry outbursts. There are plenty of articles out there with fantastic ideas on how to adapt music lessons for students with ADHD—things like taking frequent breaks, front-loading the lesson with the most concentration-heavy material, and using kinaesthetic learning. This is all good! But I want to take a look at adapting for ADHD from a different perspective…