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This paper presents case stories of three elementary students (grades four to six) with disabilities affecting communication. Using both traditional and electronic instruments, the students engaged in jazz-style call-and-response improvisation to express musical ideas, revealing how appropriate instrument choices and adapted participation support nonverbal communication and learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improvisation-as-communication-students-with-communication-disabilities-and-autism-using-call-and-response-on-instruments/594405/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improvisation-as-communication-students-with-communication-disabilities-and-autism-using-call-and-response-on-instruments/594405.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem do communication disabilities create in inclusive music classrooms?","Question",{"text":112,"@type":113},"Communication disabilities challenge general music teachers, and students may be left out of key activities such as performance, composition, and improvisation or only marginally participate.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the three elementary students use instruments to communicate?",{"text":117,"@type":113},"They used both traditional and electronic instruments to engage in jazz-style call-and-response improvisation, expressing musical ideas as a form of communication.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper rely on qualitative case study methods?",{"text":121,"@type":113},"The study uses qualitative approaches because children with disabilities are not alike enough to generalize through comparison, and the focus is on understanding how each child learns to express themselves through music.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594405,1792171394,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Improvisation as communication: Students with communication disabilities and autism using call and response on instruments  \nKimberly McCord  \nIllinois State University  \nAbstract  \nStudents with communication disabilities present challenges to general music teachers with inclusive music classrooms. Typically, students perform, compose and improvise with others in the class, but students with physical disabilities that include communication difficulties or students with autism are left out or at best marginally participate. This paper explores the stories of three students who have disabilities that impact their ability to communicate. All three are elementary students in grades four through six. The students used instruments (both traditional and electronic) as a means for communicating musical ideas through improvisation. The three students were engaged in call and response improvisation in the jazz style.  \nKeywords: disability, nonverbal students, inclusive music classroom, improvisation, music education, differentiated curriculum.  \nAustralian Journal of Music Education 2009:2, 17-26  \nThe deficits in social reciprocity that are critical to the diagnosis of anASD reflect an intrinsic inability to read and comprehend the feelings, experiences, and motives of others. These basic social understanding skills allow interpretation of the verbal and nonverbal messages of others. (Hyman & Towbin, 2007)  \nHeather, a non-verbal student with cerebral palsy, used electronic instruments to respond to calls from peers in her class. She was able to accurately respond to musical questions performed by a peer and surprised all of by spontaneously speaking “I love this!” while holding up her Orff mallet.  \nLinda, also a non-verbal student with cerebral palsy, developed enough control to play the Soundbeam with a high degree of musical  \nunderstanding. For example, she played the word“banana” using the same pitch inflection that would be used when someone speaks the word.  \nStudents with physical disabilities that impact speech are able to effectively use call and response improvisation to express feelings and musical ideas once they find an appropriate instrument and learn how to play it. Students with autism seem to struggle more with responding to mood and the musical ideas of others.  \nIntroduction  \nAs a music educator from the jazz world, I have looked for ways to engage children in jazz through improvisation. The ability to express oneself through music is a meaningful  \nexperience for our students and I have  \nbeen particularly interested in bringing jazz improvisation to students who struggle with verbal communication. This paper explores the stories of three students who have disabilities that impact their ability to verbally communicate. I focus on their initial attempts to use improvisation as a way to musically communicate with their peers. All three are elementary students in grades four through six. Both traditional and electronic instruments were made available for the students to use. However, Linda was unable to play a traditional instrument. Teaching these three students, helped me to develop strategies for reaching and understanding students who have limited or no communication abilities.  \nWiggins (2001) used the term,“doorway in,”to describe ways to connect with students by tapping into their present interests and abilities (p. 4). Call and response became my “doorway in”and my teaching strategy for reaching all three of the students in this paper.  \nMethod  \nLincoln and Guba (1985) report that“for naturalistic inquirers, the reporting mode of choice is the case study”(p. 357). Studying children with disabilities is best achieved through qualitative methods because the researcher is unlikely to find two children alike enough to draw similarities. I chose the three students because they had a variety of abilities to communicate; verbal but awkward and resistant to speak and interact with peers, non-verbal with the excep","cbCaicrLRkmfIDK0","https://ap.wps.com/l/cbCaicrLRkmfIDK0","pdf",117042,"English","# Abstract\n# Introduction\n# Method\n# Teaching Approach and Adaptations","[{\"question\":\"What problem do communication disabilities create in inclusive music classrooms?\",\"answer\":\"Communication disabilities challenge general music teachers, and students may be left out of key activities such as performance, composition, and improvisation or only marginally participate.\"},{\"question\":\"How did the three elementary students use instruments to communicate?\",\"answer\":\"They used both traditional and electronic instruments to engage in jazz-style call-and-response improvisation, expressing musical ideas as a form of communication.\"},{\"question\":\"Why does the paper rely on qualitative case study methods?\",\"answer\":\"The study uses qualitative approaches because children with disabilities are not alike enough to generalize through comparison, and the focus is on understanding how each child learns to express themselves through music.\"}]","Improvisation as Communication - Students with Communication Disabilities and Autism Using Call and Response on Instruments | PDF",1792079097,25]