TEACHING THE STUDENT WITH SPECIAL NEEDS IN THE ELEMENTARY MUSIC CLASSROOM

I.

GENERAL CONCERNS IN THE ELEMENTARY MUSIC CLASSROOM

A. Discerning the most important concerns 1. Develop an awareness of the types of challenges faced by children with disabilities and their families as they seek to become a part of the team that provides school-based services to the child.
2. Take the time to develop the skills to become an integral part of the schools support system for the child/family. 3. Identify specic musical access points So that the student may develop a key personal interest which will lead families to encourage participation and social learning and lead classmates to develop friendships through music and most importantly...PERSONAL SUCCESS! to become an integral part of the schools support system for the child/family.

B.

4. Focus on the domains of disability rather than specic disabilities to explore the
teaching and learning relationship in the classroom. Developing the skills of combining the concepts of Music Therapy and Adaptive Music Education 1. Music Therapy: Addressing the non-musical needs of individuals through music. 2. Adaptive Music Education: Teaching Skills and knowledge 3. Assess both the musical and non-musical needs and strengths of the individual student. 4. THINK OUTSIDE THE BOX! C. Delivering quality instruction to students with special needs.
1. Explore all resources available to understand the challenges, and areas of strength that the student brings to the classroom as a part of his or her disability. 2. Focus on the whole person instead of the disability that challenges the student and not the multitude of special education acronyms To be better able to serve ALL of the students in the classroom..

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TEACHING THE STUDENT WITH SPECIAL NEEDS IN THE ELEMENTARY MUSIC CLASSROOM

II. DEVELOPMENT OF A STUDENT-CENTERED AND INCLUSIVE MUSIC CLASSROOM

A. FIRST STEPS TOWARD SUCCESS 1. KNOW THE GENERAL CATEGORIES OF DISABILITY

(1) COGNITIVE (2) COMMUNICATION (3) BEHAVIORAL & EMOTIONAL (4) PHYSICAL (5) SENSORY

2. UNDERSTAND HOW SPECIFIC DISABILITIES FIT WITHIN THE GENERAL CATEGORIES OF DISABILITY











(1) AUTISTIC SPECTRUM DISORDERS (2) INTELLECTUAL IMPAIRMENTS (3) CHROMOSOMAL ABNORMALITIES (4) MENTAL HEALTH DISORDERS (5) VISUAL IMPAIRMENTS (6) PHYSICAL DISABILITIES (7) FETAL ALCOHOL SYNDROME
(INCLUDING OTHER DISABILITIES RESULTING FROM PRE-NATAL DRUG ABUSE)

(8) SENSORY INTEGRATION DISORDER OR SENSORY INTEGRATION DYSFUNCTION (9) HEARING IMPAIRMENTS

3. RECOGNIZE THE FACT THAT MANY STUDENTS WITH SPECIAL NEEDS ARE UNIDENTIFIED





(1) MANY CHALLENGES ARE FIRST IDENTIFIED WITHIN THE CONTEXT OF A MUSICAL ENVIRONMENT (2) DEVELOP OPEN COMMUNICATION WITH THE PARENTS (3) RECOMMEND APPROPRIATE TESTING SO THAT OPTIMAL SERVICES MAY BE PROVIDED

B. PRACTICAL GUIDELINES TO UNDERSTANDING COGNITIVE CHALLENGES

1. Become familiar with the students I.E.P 2. Meet the parent(s) - Develop open communication a. PRIOR TO INCLUSION IN THE MUSIC CLASSROOM
(1) Assess the student in the primary classroom (2) Participate in the A.R.D. process (3) Be prepared to make recommendations to the committee

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TEACHING THE STUDENT WITH SPECIAL NEEDS IN THE ELEMENTARY MUSIC CLASSROOM


b.
OBSERVE THE STUDENT

(1) In the regular classroom setting (2) In the music classroom (3) In other settings as appropriate
LEARN AND UNDERSTAND how the students

c.

(1) hear or receive music (2) remember musical concepts and understandings (3) express themselves musically

d.

ASK QUESTIONS!! Does the student have sensory challenges that contribute to the

cognitive challenges?

(1) vision (2) hearing (3) other

e.

ASK MORE QUESTIONS!!

(1) What modes of delivery of instruction in the classroom are the most effective? (2) What modes of review outside the classroom are the most effective? (3) Continue to be creative and think outside the box

C. IDEAL COMPONENTS OF ORIENTATION TO TEACHING THE STUDENT WITH SPECIAL NEEDS IN A MAINSTREAMED MUSIC CLASSROOM. 1. Observation

a. With the intent to understand the students needs in regard to the teaching and learning relationships. b. Observation centered within the students primary placement. Serve as a one-on-one assistant in a special needs classroom Seek coaching from experienced special educators Reection Planning

2. 3. 4. 5.

D. OBSERVATION PROTOCOLS 1. Self-contained classrooms 2. Resource classrooms 3. Inclusive classrooms E. PRACTICAL SUGGESTIONS FOR SUCCESS 1. Close supervision and monitoring 2. Classroom Rules 3. Create appropriate opportunities for the student with special needs to respond 4. Contingent Praise 5. Other Practical Strategies for Music Educators
a. Be aware of the Social Environment in your school & how it may impact the

music curriculum and music classroom.
b. Seating for socialization and discipline F. BUILD THE ESSENTIAL TEAM! THE SPECIAL EDUCATOR & THE MUSIC EDUCATOR

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TEACHING THE STUDENT WITH SPECIAL NEEDS IN THE ELEMENTARY MUSIC CLASSROOM

III. COMING FACE TO FACE WITH THE REALITY OF DEVELOPING A SUCCESSFUL STUDENT-CENTERED, INCLUSIVE MUSIC CLASSROOM
A. FACING THE REALISTIC CHALLENGES IN THE MUSIC CLASSROOM 1. Urban Schools


a. Are typically underfunded and understaffed. b. Federally mandated requirements such as No Child Left Behind are very difcult to
attain. a. Are also typically underfunded and understaffed. b. More often linked to access appropriate services. a. The general education classroom is the most appropriate placement in the least restrictive environment for all students with disabilities. b. Can be very stressful for the classroom music teacher unless there is if support from Special Education Professionals.

2. Rural Schools 3. Inclusion

B. UNDERSTANDING WHAT IT MEANS TO FULLY IMPLEMENT THE LEGAL MANDATES OF INCLUSION WITH RESPECT TO THE MUSIC CLASSROOM 1. Because the legal mandates for full inclusion are usually underfunded, the majority of
music teachers have not often been prepared to work with students with

disabilities.
2. Teachers are under increased pressure to deliver instruction, often without

preparation or support. 3. Teachers must spend many extra hours outside the classroom to devise effective lesson







plans for the student with special needs 4. Teachers often purchase extra special materials or ask the parent(s) to provide additional supplies not included in the school budget. 5. The expectations placed upon the music teacher to adequately meet the needs of the student with special needs within the mainstreamed classroom environment do not address the reality of the actual time commitment required. 6 Inclusion HAS THE POTENTIAL TO bring the joy of making music to every student and

create a most inspirational teaching experience to every teacher

C. TOP CONCERNS FOR FIRST YEAR (MUSIC) TEACHERS

1. Adapting lesson material to children with special needs 2. Building lesson plans that meet TEKS Guidelines & support special education students I.E.P. Goals.

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TEACHING THE STUDENT WITH SPECIAL NEEDS IN THE ELEMENTARY MUSIC CLASSROOM

IV. CURRICULUM AND ASSESSMENT FOR STUDENTS WITH SPECIAL NEEDS

A. CURRICULUM DEVELOPMENT - SUGGESTIONS:
1. Modality
2. Pacing 3. Size 4. Color 5. Singing alone & with others (challenge of varied repertoire)

CURRICULUM DEVELOPMENT - CHALLENGES: 1. Performing on Instruments Alone & with others

a. Equipment choices


b. structure of playing experiences)
2. Improvising Melodies,Variations & Accompaniments



a. Providing structure in improvisation

b. Developing parameters that meet the needs of the student
3. Composing & Arranging within Specied Guidelines
a. Providing structure in improvisation


b. Developing parameters that meet the needs of the student
4. Reading & Notating Music

a. Reading standard musical notation

b. Developing customized systems of musical notation to meet the needs of the

student.
5. Listening to, Analyzing, & Describing Music
a. Developing unique means to understand and relate to abstract concepts.
b. Selecting music that can easily be described using concrete concepts that the

student already understands. 6. Evaluating Music and Music Performance
a. Pairing concrete and abstract concepts
b. Create visual and tactile references to pair with the aural. C. ASSESSMENT TOOLS:
1. Clear, obtainable objectives that are observable and measurable
a. Pitch Matching


b. Note Reading

c. Rhythm Readiness
d. Rhythm Reading Sequences

2. Evaluation of non-musical goals (develop with the assistance of Special Education Team)

B.

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