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well as body parts. This proved to be an efficient method of instruction for students with visual
impairments because there was not only the repetition of concepts and skills, but an addicting
beat to follow as well.
Music-Based Auditory Stimulation

As previously discussed, music-based auditory stimulation can enhance the method by
which information is processed by the brain because it generates alterations within the auditory
system. The listening skills derived from the auditory system function as one of the most vital
origins of learning for students with visual impairments because it addresses spatial orientation,
awareness of their surroundings, as well as safe travel (as cited in Villasenor and Vargas-Colon,
2012). That being said, The Listening Program (TLP) mentioned in the article provided these
students with the music-based auditory stimulation required to not only reinforce these concepts
but also others as well. For example, concepts such as speech and language, attention, self-
regulation, sensory integration, coordination, and physical balance were all identified as being
heightened; other areas such as posture, verbal communication, body rocking, learning
capabilities, and balance were also positively affected according to Villasenor and Vargas-Colon
(2012).
The Listening Program

TLP was an approach in which students were immersed in classical music set at explicit
patterns of volume, frequency, time, etc. in order to alter the auditory system. This methodology
had the ability to affect various parts of the nervous system by implementing contrasting
techniques such as filters, spatial dynamics, and varying bursts of sound frequencies as studied
by Villasenor et al. (2012). TLP was divided into cycles with each one containing ten CDs, which
the students would listen to for fifteen or thirty minutes daily, five days a week, for ten to twenty

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