Michael C. Palermo, band director for the Mayfield City Schools in Mayfield, Ohio and adjunct professor in music at Notre Dame College in South Euclid, Ohio is pictured with one of his students. Submitted photo

Michael Palermo, former Jamestown resident and 1989 Jamestown High School graduate, is a band director striving to make a difference. While some band programs in schools have requirements that restrict special needs students from participating, Palermo’s band program for Mayfield City Schools in Mayfield, Ohio accepts all students, regardless of disability.

“Students with special needs are often interested in listening to and learning to play music,” Palermo said.

Noting that music can be an effective calming device for students with special needs, Palermo utilizes a variety of teaching techniques to teach all kids who want an outlet. Palermo also states that music, as a solo or a group activity, can help reduce students’ fear and anxiety.

On top of being an adjunct professor at Notre Dame College and Selmer saxophonist, Palermo takes his students, ranging from sixth-graders to 12th-graders, to band shows and football games outside of the classroom. The Mayfield City Schools bands are show bands and therefore do not compete. Their fall show was called “Grooving Through the Decades.”

“We’re just like Ohio State,” Palermo said. “The most rewarding thing is watching them grow.”

Some might assume that the integration of special needs kids in band activities might lead to bullying, but Palermo sees that “kids help kids.” A special needs student may come into band with an aide at first, but after some time, they usually no longer need them and play instruments along with other students.

Palermo is in his 26th year as a band director, and throughout the past decade, he has been incorporating special needs students into his classrooms. In his experience, once one begins focusing mainly on competition and awards, that instructor eliminates the focus on social learning skills. Palermo believes that the most crucial part of all activities, music and sports is the social skills a student can learn.

He also has multiple bits of advice for music instructors. Oftentimes, teaching music by ear, especially for kids with autism, can be beneficial because kids can be gifted in areas other than rote learning through the reading of music. Palermo has experienced kids repeating rhythms perfectly after he had played them.

Palermo also said teachers should have their kids read rhythms instead of notes, so they can focus on the simple mathematics of music. He also suggests that teachers should not stray from slowly teaching kids how to read music, if needed one note at a time until students can read a full staff.

“We have to change the way we teach because our students have diverse learning styles,” Palermo said.

For example, Palermo notes that some students may associate music notes with colors. Color-coding music sheets for students could be the key to unlocking their potential. Helping students stay organized may also be crucial to the retention of the student.

Above all, Palermo asks what is the goal of music educators.

“Is your goal to train only children who will grow up to be professional musicians, or to give every child the lifelong gift of having the ability to play an instrument?” Palermo asks.

His advice is not for teachers to ignore students who excel but rather focus on all students equally so that their needs can be accommodated. He also asks teachers to realize that not every student with special needs will be capable physically of the proper positioning, including that of the fingers or good posture.

Instead, Palermo suggests teachers focus on what the students can do over what they cannot and focus on those abilities.

“This does not mean that they can’t play an instrument successfully,” Palermo said. “All kids who want to do so should be able to participate in an ensemble.”

Palermo feels that music classes and activities such as band, orchestra and choir are more important than just being tools to teach music. He says that musical environments are places that can enhance the “socio-emotional character” of students.

“Young people make lifelong friends in these musical surroundings,” Palermo said.

The only exception to teaching all students, Palermo said, would be if a student was a danger to himself or herself or others.

“No one should be limited or pushed away,” Palermo said. “I understand the uphill challenges we face as band directors, but it is our job to educate everyone. Inside the word teach is ‘each,’ and I believe that no matter the student, no matter the disability and no matter the challenge, we should give the kid a chance.”

Palermo has a philosophy that is all about kids and having them reach their potential. He believes the healthiest approach to teaching is that all kids can achieve anything with the right instruction and determination on their part.

“Don’t exclude people; don’t exclude kids,” Palermo said, noting it is biggest piece of advice for aspiring teachers.