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Inclusive Music Classrooms

© Culp 2014

Mara E. Culp, The Pennsylvania State University This PowerPoint was Presented in:

“Doctoral Seminar in Music Education” The Pennsylvania State University

University Park, PA November 4, 2014

+We all have a story

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+“Twinkle, Twinkle Little Star”

Estrellita que brillas,

Me pregunto donde estas

Tan alto en cielo tu titilas

Como un diamante brillando vas

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+“Twinkle, Twinkle Little Star”

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+Think of a time…

How did that make you feel? How did that make you feel?

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+Exclusion

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+Guiding Ideas

1.  General information about students with special needs and their access to music education

2.  Some suggestions for teaching students with special needs

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+Things to keep in mind…

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+What Comes to Mind?

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+Reality

Learning Disability

Speech Impairment

Autism

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+Disabilities and Impairments National Dissemination Center for Children with Disabilities (NICHCY), 2012

n  Orthopedic impairment n  Autism n  Deaf-blindness n  Deafness n  Developmental delay n  Emotional disturbance n  Hearing impairment n  Intellectual disability n  Multiple disabilities n  Other health impairment n  Specific learning disability n  Speech or Language

Impairment n  Traumatic brain injury n  Visual impairment

External Internal (Not always seen)

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Inclusion

Inclusion is the term used to indicate that a student with special needs is served primarily in general education settings, which can include music.

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+Access

n Students with disabilities may not have the same access to a music education as compared to their typical peers

n Problems: n  Instrument design n  Standard notation n  Lack of teacher knowledge

about accommodations

n  Concerns of Nebraska high School band directors’ regarding integrating students with disabilities

n  The primary reason cited for not including students was a lack of knowledge and options of how to most effectively incorporate those students

Abramo, 2012 Nabb & Balcetis, 2010

How do you feel about this? © Culp 2014

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Suggestions for Practice

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+Food for thought… n  Structure lessons to include a blend of auditory, visual and experiential/

hands-on activities

n  Have high expectations for students

n  Use age appropriate activities that meet the current functioning level of the students

n  Be flexible

n  Develop relationships with students through active interactions

n  Provide consistency along with a structured and predictable approach

n  Maintain a positive attitude

n  Work collaboratively with other education professionals

n  Provide frequent feedback to students to let them know how they are doing

n  Patience humor and warmth are personal characteristics that can help in relationship building as well as getting through a tough day

It’s just good teaching

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+ Adapting Teaching

n  Aural: Hearing

n  Oral: Speaking

n  Kinesthetic: Moving

n  Tactile: Touching

n  Visual: Seeing

n  Icons: pictures and symbols

n  Color Coding: varying font color and background

n  Echoing: repeating orally

n  Written Words: key concepts to be emphasized

n  Other Visual Aids: objects, pictures, or movements that can be experienced through site, sound, touch, and movement

n  Peer Mentoring: typical student paired with a student with a disability

n  Assistive and Supportive Technology: low and/or high technology adaptive devices, including augmentative and alternative communication systems

Modality Ways of Knowing

Hammel & Hourigan, 2011

Strategy Educational Supports

Vanweelden, 2011

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+Alternate Modality

Modality: Visual

Strategy: Visual Aide

 

Modality: Kinesthetic

Strategy: Peer Mentoring

Hearing Impairment Cognitive Impairment

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+Altered Strategy

Modality: Visual

Strategy: Visual Aides n  Color/Contrast

n  Size

Modality: Aural

Strategy: Assistive Technology

Microphone

Visual Impairment Hearing Impairment

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+Music-Specific Strategies

Modality: Tactile

Strategy: Altered way of playing an instrument

Modality: Aural

Strategy: Recordings

Modality: Tactile

Strategy: Braille notation

Physical Visual

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+Modified Modality or Strategy?

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+“Two-go” Think-Pair-Share

n  Think

n  On your own, write down 2 strategies/materials for working with students with special needs that you could use in the future.

n  Share

n  Choose a speaker.

n  Share all the strategies you came up with as a group.

n  Pair

n  In groups of 4, discuss the strategies you wrote down.

n  Take note of duplicates.

n  Mara

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+ Resources - Books

n  Practical Classroom Adaptation, Modifications, and Assessment Techniques for Teaching Students with Special Needs in the Music Classroom

n  Resources for Music Educators n  Internet Resources n  Print Resources for Music Teachers

and Music Teacher Educators

Music in Special Education (Adamek & Darrow, 2007)

Teaching Music to Students with Special Needs (Hammel & Hourigan, 2011)

Including Everyone: Creating Music Classrooms Where All Children Learn (Jellison, 2014)

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+Resources - Additional

n  Websites: n  NAfME -> Society for Research in Music Education (SRME) ->

Special Research Interest Group (SRIG) -> Children with Exceptionalities n  https://sites.google.com/site/exceptionalitiessrig/

n  FACEBOOK: Teaching Music to Students with Special Needs: A Label Free Approach n  https://www.facebook.com/groups/168741656491982/

n  Books n  Teaching Special Students In General Education Classrooms

(Lewis & Doorlag, 2003) n  First Days of School (Wong, Wong, & Seroyer, 2009)

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+Closing Thoughts

n  We all are a part of multiple cultures and it is important that students feel included

n  Every child is unique, it is important to get to know each student and develop expectations individually

n  Teaching music to students with special needs requires forethought, creativity, and flexibility

Which is just good teaching!

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Providing every student an equal opportunity to experience the best music education – regardless of impairment or disability – is an area where we can all affect change

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+Thank you!

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+Questions? Comments?

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+References n  Abramo, J. (2012). Disability in the classroom: current trends and impacts on music education. Music Educators

Journal, 99(1), 39-45. doi: 10.1177/0027432112448824 n  Allsup, R. E. & Shieh, E. (2012). Social justice and music education: The call for a public pedagogy. Music

Educators Journal, 98(4), 47-51. n  Bates, V. C. (2012). Social class and school music. Music Educators Journal, 98(4), 33-37. n  Cassidy, J. W. & Colwell, C. M.(2012). University students' perceptions of an inclusive music production. Journal of

Music Teacher Education, 21(2), 28–40. doi: 10.1177/1057083711411714 n  Hammel, A. M. & Hourigan, R. M. (2011). Teaching music to students with special needs: A label-free approach.

New York: Oxford University Press. n  Lewis, R. B. & Doorlag, D. H. (2003). Teaching special students in general education classrooms, 6th ed. Upper

Saddle River, New Jersey: Prentice-Hall, Inc. n  Jellison, J. (2014). Including everyone: Creating music classrooms where all children learn. New York: Oxford

University Press. n  National Dissemination Center for Children with Disabilities (NICHCY). (2012). Categories of disability under

IDEA. Washington, DC: National Dissemination Center for Children with Disabilities. n  Nabb, D., & Balcetis, E. (2010). Access to music education: Nebraska band directors’ experiences and attitudes

regarding students with physical disabilities. Journal of Research in Music Education, 57(4), 308-319. doi: 10.1177/0022429409353142

n  Salvador, K. (2010). Who isn't a special learner? A survey of how music teacher education programs prepare future educators to work with exceptional populations. Journal of Music Teacher Education, 20(1), 27–38. doi: 10.1177/1057083710362462

n  Shuler, S. C. (2012). Music education for life: Core music education: Students' civil right. Music Educators Journal, 98(4), 7-11.

n   Solomon, A. L. (1980). Music in special education before 1930: Hearing and speech development. Journal of Research in Music Education, 28, 236-242. doi: 10.2307/3345033

n  VanWeelden, K.(2011). Accommodating the special learner in secondary general music classes. General Music Today, 24(3), 39–41. doi: 10.1177/1048371310396707

n  Whipple, J. & VanWeelden, K.(2012). Educational supports for students with special needs: Preservice music educators' perceptions. Update: Applications of Research in Music Education, 30(2), 32–45. doi: 10.1177/8755123312436987

n  Wong, H. K., Wong, R. T. & Seroyer, C. (2009). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.  

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