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Foreword | |
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Preface | |
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The Current Landscape of the Special Education System in the United States | |
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Public School Education within a Democracy: An Equal Opportunity for All Students | |
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Unequal Opportunity | |
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Funding of Special Education: A Demographic Snapshot of Support | |
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Family Challenges and Children with Disabilities | |
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Teaching Music in the 21st Century: A Label-free Approach to Teaching Music to Students with Special Needs | |
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Cognition | |
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Communication | |
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Receptive and Expressive Language | |
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Language and Culture | |
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Behavioral or Emotional Challenges | |
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Sensory Challenges | |
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Physical and Medical Conditions | |
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Conclusion | |
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Discussion Questions | |
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The Current Structure of Special Education in Our Schools: A Brief History of Legislation and Litigation in the United States | |
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Keystone Legislation and Educating Students with Special Needs | |
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Public Law 94-142 | |
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Legislative History on Behalf of Students Who Are Intellectually Gifted | |
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The Jacob K. Javits Gifted and Talented Students Education Act | |
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More Recent Legislation and Litigation Regarding Students with Special Needs | |
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The Americans with Disabilities Act | |
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The Six Principles of IDEA: Implications for Music Educators | |
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Zero Reject | |
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Nondiscriminatory Evaluation | |
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Free and Appropriate Education (FAPE) | |
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Least Restrictive Environment (LRE) | |
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Procedural Due Process and Parent Involvement | |
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The Effect of No Child Left Behind on Special Education | |
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Race to the Top (RTTT) | |
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Responsiveness to Intervention | |
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Applications and Considerations for Music Educators | |
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Discussion Questions | |
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Preparing to Teach Music to Students with Special Needs | |
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Preparing to Teach: Fieldwork and Engagement Opportunities in Special Education for Pre-service and In-service Music Teachers | |
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Becoming Acquainted through Observation, Assisting, Discussion, and Planning | |
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Types of Fieldwork Opportunities in Special Education for Pre-service and In-service Music Educators | |
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Conclusion | |
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Discussion Questions | |
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A Resourceful and Pedagogical Approach to Teaching Students with Special Needs | |
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Participation in the Process and Gathering Support | |
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Speaking with Special Education Professionals and Staff | |
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Parent Partnerships | |
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Individualized Education Programs (IEP) and 504 Plans | |
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504 Plans | |
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Attending the IEP or 504 Meetings | |
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Understanding Adaptations, Accommodations, and Modifications | |
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Incorporating the Five Domains into Classroom Accommodations | |
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Teaching Music to Students with Cognitive Challenges | |
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Teaching Music to Students with Communication Challenges | |
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Teaching Music to Students with Behavioral or Emotional Challenges | |
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Strategies for Music Teachers when Teaching Students with Sensory Challenges | |
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Teaching Music to Students with Physical and Medical Conditions | |
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Putting It All Together | |
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Discussion Questions | |
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Practical Classroom Adaptations, Modifications, and Assessment Techniques for Teaching Students with Special Needs in the Music Classroom | |
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Developing a Student-centered and Inclusive Classroom | |
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Classroom Management and Students with Special Needs: Four Important Considerations | |
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Initial Preparation and Planning | |
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Continued Communication | |
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Physical Arrangement | |
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Parents and Classroom Behavior | |
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Anxiety | |
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Moderate Intervention Plans | |
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School-wide Positive Behavior Supports Systems | |
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The Socialization of Students with Special Needs | |
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Theoretical Framework for Socialization and Inclusion | |
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Caring: A Feminine Approach to Ethics and Moral Education (Nel Noddings, 1984) | |
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Social Identity Processes in Organization Contexts | |
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Risks (Lessons Learned from Vygotsky) | |
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Practical Strategies for Music Educators | |
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Be Aware of the Social Environment in Your School | |
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Synergy | |
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A Moral/Ethical Code | |
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Being Proactive in Your Approach to Socialization | |
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Conclusion: Critical Issues for Students with Special Needs | |
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Discussion Questions | |
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Curriculum and Assessment for Students with Special Needs | |
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Fundamentals of Curriculum Design and Students with Special Needs (A Quick Review) | |
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Constructivism as a Model to Assist with Inclusion | |
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Four Primary Teaching Practices to Consider When Teaching Students with Disabilities in a Modified or Adapted Curriculum | |
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Curricular Modifications in Music Education for Students with Disabilities | |
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Incorporating Important Elements of Music Therapy into the Music Education Curriculum | |
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Assessment and Students with Special Needs | |
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Measurement, Assessment, and Evaluation for Students with Disabilities | |
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Formative Assessments for Students with Special Needs | |
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Establishing a Baseline of Understanding | |
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Writing Clear Obtainable Objectives for Students with Special Needs | |
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Assessing Nonmusical Goals | |
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Alternative Assessments for Students with Special Needs | |
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Summative Assessments and Students with Special Needs | |
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Conclusion | |
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Discussion Questions | |
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Teaching Strategies for Performers with Special Needs | |
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The Hidden Curriculum in Traditional Performing Ensembles (Equal Access) | |
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Participating in the Special Education Process | |
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Understanding the Disability (Seeking Resources) | |
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Adaptation of Instruction for Performers with Special Needs | |
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The Use of Technology | |
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Large Group Performing Ensembles: Are They the Appropriate Placement for Students with Special Needs? | |
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Meaningful Participation | |
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Conclusion | |
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Discussion Questions | |
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Teaching Music to Students Who Are Intellectually Gifted | |
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Intellectual Giftedness in the Music Classroom | |
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Understanding the Spectrum of Special Needs (Gifted and Talented) | |
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A Brief Background of How Students Are Identified as �Gifted� | |
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The Current Identification Process | |
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Individual IQ Testing and Other Identification Practices | |
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Categories of Giftedness | |
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A Discussion of Variant Needs and Services Provided to Students with Special Needs | |
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Elitism vs. Egalitarianism | |
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Characteristics of Students Who Are Gifted | |
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Instructional Delivery/Pacing/Process/Modifications | |
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Teacher Characteristics That Are Successful When Teaching Students Who Are Gifted | |
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Twice Exceptional | |
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Putting It All Together | |
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Conclusion | |
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Discussion Questions | |
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Resources for Music Educators | |
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Resources for Music Teachers and Music Teacher Educators Regarding Teaching Students with Special Needs | |
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Internet Resources | |
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Internet Resources Pertaining to Persons with Autism | |
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Internet Resources Pertaining to Students with Sensory Challenges | |
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Specific Visual Impairment Internet Resources | |
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Specific Hearing Impairment Internet Resources | |
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Internet Resources Pertaining to Persons with Developmental Delays | |
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Internet Resources Pertaining to Persons with Emotional Disturbances | |
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Internet Resources Pertaining to Persons with Cognitive Disabilities | |
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Multiple Impairment Internet Resources | |
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Internet Resources for Children with Physical Disabilities | |
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Internet Resources for Persons or Students with Chronic Medical Conditions | |
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Internet Resources for Students with Specific Learning Disabilities | |
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Speech and Language Impairment Internet Resources | |
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Internet Resources Pertaining to Persons with Traumatic Brain Injury | |
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Print Resources for Music Teachers and Music Teacher Educators | |
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Research within Music Education Pertaining to Students with Special Needs | |
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Dissertations within Music Education | |
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Selected Research within General Education | |
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Books within Music Therapy and Music Education | |
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Books within General Education | |
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Practitioner Articles within Music Education | |
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About the Authors | |
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Index | |