Teaching Music to Students with Special Needs : A Label-Free Approach,9780195395419

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Teaching Music to Students with Special Needs : A Label-Free Approach

by Hammel, Alice; Hourigan, Ryan

ISBN13:

9780195395419

ISBN10:

0195395417

Format:

Paperback

Pub. Date:

2/9/2011

Publisher(s):

Oxford University Press, USA

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Summary

Teaching Music to Students with Special Needs is a practical guide to and reference manual on teaching music to children with special learning needs. Thoroughly grounded in the latest research in music education, this book addresses special needs as a concept in the broadest possible sense, including physical disability, mental disability, and multiple disability, to equip teachers with practical, proven, research-based curricular strategies that are also grounded in both best practice and current special education law. A common thread throughout the book is the necessity of and advantage to a team-based approach, and the authors offer concrete, readily implementable tips for music teachers on approaching and learning to collaborate with special educators, teacher educators, and mainstream classroom teachers in all educational settings. Importantly, this book also includes extensive curriculum development ideas, lesson plans, and observation and fieldwork ideas. Throughout, the book argues that teaching children with special learning needs actually has much in common with teaching any other diverse group of students; best practice is to move away from a labels-focused approach with micro-tailored lesson plans to a more broadly conceived strategy that concentrates instead on larger pedagogical aims. Chapters address the full range of topics and issues which music educators face when teaching music to children with special needs, including parental involvement, student anxiety, field trips and performances, and assessment strategies. The book concludes with an up-to-date section of resources and technology information for music teachers. Teaching Music to Students with Special Needs is a critical resource for all in-service music teachers, music teacher educators, and students in music education.

Author Biography

Alice M. Hammel teaches at James Madison and Christopher Newport Universities, and has years of experience teaching instrumental and choral music. Ryan M. Hourigan is Assistant Professor of Music Education at Ball State University and a recipient of the Outstanding University Music Educator Award from the Indiana Music Educators Association.

Foreword	p. xi
Preface	p. xxiii
The Current Landscape of the Special Education System in the United States	p. 1
Public School Education within a Democracy: An Equal Opportunity for All Students	p. 3
Unequal Opportunity	p. 4
Funding of Special Education: A Demographic Snapshot of Support	p. 9
Family Challenges and Children with Disabilities	p. 10
Teaching Music in the 21st Century: A Label-free Approach to Teaching Music to Students with Special Needs	p. 12
Cognition	p. 13
Communication	p. 15
Receptive and Expressive Language	p. 15
Language and Culture	p. 15
Behavioral or Emotional Challenges	p. 17
Sensory Challenges	p. 18
Physical and Medical Conditions	p. 18
Conclusion	p. 21
Discussion Questions	p. 21
The Current Structure of Special Education in Our Schools: A Brief History of Legislation and Litigation in the United States	p. 23
Keystone Legislation and Educating Students with Special Needs	p. 24
Public Law 94-142	p. 26
Legislative History on Behalf of Students Who Are Intellectually Gifted	p. 26
The Jacob K. Javits Gifted and Talented Students Education Act	p. 27
More Recent Legislation and Litigation Regarding Students with Special Needs	p. 27
The Americans with Disabilities Act	p. 30
The Six Principles of IDEA: Implications for Music Educators	p. 32
Zero Reject	p. 32
Nondiscriminatory Evaluation	p. 33
Free and Appropriate Education (FAPE)	p. 33
Least Restrictive Environment (LRE)	p. 34
Procedural Due Process and Parent Involvement	p. 35
The Effect of No Child Left Behind on Special Education	p. 35
Race to the Top (RTTT)	p. 36
Responsiveness to Intervention	p. 36
Applications and Considerations for Music Educators	p. 38
Discussion Questions	p. 39
Preparing to Teach Music to Students with Special Needs	p. 43
Preparing to Teach: Fieldwork and Engagement Opportunities in Special Education for Pre-service and In-service Music Teachers	p. 45
Becoming Acquainted through Observation, Assisting, Discussion, and Planning	p. 46
Types of Fieldwork Opportunities in Special Education for Pre-service and In-service Music Educators	p. 48
Conclusion	p. 56
Discussion Questions	p. 57
A Resourceful and Pedagogical Approach to Teaching Students with Special Needs	p. 59
Participation in the Process and Gathering Support	p. 60
Speaking with Special Education Professionals and Staff	p. 61
Parent Partnerships	p. 62
Individualized Education Programs (IEP) and 504 Plans	p. 63
504 Plans	p. 66
Attending the IEP or 504 Meetings	p. 76
Understanding Adaptations, Accommodations, and Modifications	p. 78
Incorporating the Five Domains into Classroom Accommodations	p. 79
Teaching Music to Students with Cognitive Challenges	p. 80
Teaching Music to Students with Communication Challenges	p. 81
Teaching Music to Students with Behavioral or Emotional Challenges	p. 84
Strategies for Music Teachers when Teaching Students with Sensory Challenges	p. 86
Teaching Music to Students with Physical and Medical Conditions	p. 88
Putting It All Together	p. 88
Discussion Questions	p. 91
Practical Classroom Adaptations, Modifications, and Assessment Techniques for Teaching Students with Special Needs in the Music Classroom	p. 95
Developing a Student-centered and Inclusive Classroom	p. 97
Classroom Management and Students with Special Needs: Four Important Considerations	p. 97
Initial Preparation and Planning	p. 100
Continued Communication	p. 100
Physical Arrangement	p. 101
Parents and Classroom Behavior	p. 101
Anxiety	p. 102
Moderate Intervention Plans	p. 103
School-wide Positive Behavior Supports Systems	p. 104
The Socialization of Students with Special Needs	p. 104
Theoretical Framework for Socialization and Inclusion	p. 105
Caring: A Feminine Approach to Ethics and Moral Education (Nel Noddings, 1984)	p. 105
Social Identity Processes in Organization Contexts	p. 106
Risks (Lessons Learned from Vygotsky)	p. 107
Practical Strategies for Music Educators	p. 109
Be Aware of the Social Environment in Your School	p. 109
Synergy	p. 111
A Moral/Ethical Code	p. 111
Being Proactive in Your Approach to Socialization	p. 112
Conclusion: Critical Issues for Students with Special Needs	p. 117
Discussion Questions	p. 117
Curriculum and Assessment for Students with Special Needs	p. 121
Fundamentals of Curriculum Design and Students with Special Needs (A Quick Review)	p. 122
Constructivism as a Model to Assist with Inclusion	p. 123
Four Primary Teaching Practices to Consider When Teaching Students with Disabilities in a Modified or Adapted Curriculum	p. 126
Curricular Modifications in Music Education for Students with Disabilities	p. 131
Incorporating Important Elements of Music Therapy into the Music Education Curriculum	p. 131
Assessment and Students with Special Needs	p. 141
Measurement, Assessment, and Evaluation for Students with Disabilities	p. 141
Formative Assessments for Students with Special Needs	p. 142
Establishing a Baseline of Understanding	p. 142
Writing Clear Obtainable Objectives for Students with Special Needs	p. 144
Assessing Nonmusical Goals	p. 145
Alternative Assessments for Students with Special Needs	p. 148
Summative Assessments and Students with Special Needs	p. 148
Conclusion	p. 149
Discussion Questions	p. 149
Teaching Strategies for Performers with Special Needs	p. 151
The Hidden Curriculum in Traditional Performing Ensembles (Equal Access)	p. 153
Participating in the Special Education Process	p. 154
Understanding the Disability (Seeking Resources)	p. 155
Adaptation of Instruction for Performers with Special Needs	p. 156
The Use of Technology	p. 157
Large Group Performing Ensembles: Are They the Appropriate Placement for Students with Special Needs?	p. 158
Meaningful Participation	p. 159
Conclusion	p. 163
Discussion Questions	p. 163
Teaching Music to Students Who Are Intellectually Gifted	p. 164
Intellectual Giftedness in the Music Classroom	p. 165
Understanding the Spectrum of Special Needs (Gifted and Talented)	p. 165
A Brief Background of How Students Are Identified as ôGiftedö	p. 166
The Current Identification Process	p. 167
Individual IQ Testing and Other Identification Practices	p. 167
Categories of Giftedness	p. 167
A Discussion of Variant Needs and Services Provided to Students with Special Needs	p. 168
Elitism vs. Egalitarianism	p. 169
Characteristics of Students Who Are Gifted	p. 170
Instructional Delivery/Pacing/Process/Modifications	p. 174
Teacher Characteristics That Are Successful When Teaching Students Who Are Gifted	p. 175
Twice Exceptional	p. 176
Putting It All Together	p. 178
Conclusion	p. 179
Discussion Questions	p. 179
Resources for Music Educators	p. 181
Resources for Music Teachers and Music Teacher Educators Regarding Teaching Students with Special Needs	p. 183
Internet Resources	p. 183
Internet Resources Pertaining to Persons with Autism	p. 183
Internet Resources Pertaining to Students with Sensory Challenges	p. 185
Specific Visual Impairment Internet Resources	p. 187
Specific Hearing Impairment Internet Resources	p. 188
Internet Resources Pertaining to Persons with Developmental Delays	p. 190
Internet Resources Pertaining to Persons with Emotional Disturbances	p. 191
Internet Resources Pertaining to Persons with Cognitive Disabilities	p. 192
Multiple Impairment Internet Resources	p. 193
Internet Resources for Children with Physical Disabilities	p. 194
Internet Resources for Persons or Students with Chronic Medical Conditions	p. 195
Internet Resources for Students with Specific Learning Disabilities	p. 197
Speech and Language Impairment Internet Resources	p. 198
Internet Resources Pertaining to Persons with Traumatic Brain Injury	p. 199
Print Resources for Music Teachers and Music Teacher Educators	p. 200
Research within Music Education Pertaining to Students with Special Needs	p. 201
Dissertations within Music Education	p. 205
Selected Research within General Education	p. 207
Books within Music Therapy and Music Education	p. 210
Books within General Education	p. 211
Practitioner Articles within Music Education	p. 214
About the Authors	p. 219
Index	p. 223
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