How can a teacher encourage a hesitant student with speech difficulties to participate in music integration?

Encouraging a hesitant student with speech difficulties to participate in music integration can be effectively achieved through developing rhythm activities with instruments. This approach allows the student to engage in a non-verbal manner, focusing on rhythm rather than the complexities associated with speech. Using instruments provides a tactile and auditory experience that can help build confidence and foster a sense of achievement without the pressure of verbal communication.

Rhythm activities can encourage participation in a supportive environment where the student can express themselves musically. In addition, rhythm can serve as a bridge to improve speech and language skills, as it often shares common neural pathways with these abilities. By focusing on the physical act of making music through rhythm, the student is more likely to feel included and excited about participating, which can help them gradually become more comfortable in expressing themselves in other ways.