Walking by room 142, it may come as a surprise to find out that the guitar playing is coming from Rachel Orlovsky in the Reaching Independence Through Structured Education (RISE) classroom. Orlovsky uses her experience playing in a band to help her with her job as a special education teacher for the RISE program, which serves as a home base for students with autism spectrum disorders, according to the school’s website. She has been working in special education since college after majoring in music therapy at the Berklee College of Music and playing in a band around Boston.

Scientists have been investigating the effects on the brain from music more than they used to, according to Orlovsky.

“I use music a lot in the classroom and actually do music therapy groups. We play instruments and write songs,” Orlovsky said. “It’s very therapeutic for all people, but especially for kids with disabilities.”

In the RISE program, Orlovsky teaches six students life skills, science, social studies, English and math. Orlovsky said one of her main struggles as a teacher is knowing she should not jump in and give the students the answer even if they are having trouble.

“One thing I have to remember is to kind of tie my hands behind my back for a minute and let them try. Even if it means that they don’t succeed, even if it means that there’s a level of frustration there,” she said. “I think the thing that I have to constantly remember is that it’s about my kids gaining independence, so if I give them the answer, or I constantly jump in with the right language, they won’t always learn it for themselves.”

Pushing students towards independence is one way that Orlovsky holds her students to high standards.

“I have high expectations for my students, so it’s really important for me to remember that just because these students have disabilities doesn’t mean that they should be overly accommodated,” she said.

Orlovsky hopes to one day have her students more integrated into the school’s community.

“I think that it’s important for my students to think that they’re a part of the school community,” she said. “I also think that it’s important for the school community to get to know my students because all of the kids here are peers, whether their ability levels are the same or very different.”

Sam Klein and Rebecca Segal can be contacted at [email protected].