Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Teaching Music to Exceptional Learners Exceptional Learners Arguably, all of us are “exceptional” – the way we learn differs from others Current definition of exceptional learners: “those who require special education and related services if they are to realize their full human potential” (Hallahan & Kaufmann, 2000 p. 7) History & Law 1975 – Education for Handicapped Children Act passed Initiated Mainstreaming IEPs 1990 – law refined to Individuals with Disabilities Education Act (IDEA) Initiated Services and assistance for students Included more types of learners, not just physically handicapped More about IDEA Mandates “free and appropriate” public education be provided regardless of the type of disability Disabilities include: Mental retardation Specific learning disabilities Behavior disorders Hearing, visual, orthopedic, communication, or other health related impairments Autism Brain injuries Terminology to Know Mainstreaming: the integration of students with disabilities into a classroom* led by a teacher without a special education certification. Students are held to similar expectations as others in classroom. Least Restrictive Environment: The type of *classroom (see above) in which a student can operate most successfully, feel included, and tasks can be modified to meet their needs. Inclusion: the integration of students with disabilities into a classroom* led by a teacher without a special education certification. Students are included, but may not be held to same standards as peers. IEP: Individualized Education Plan. A plan created by a team of teachers, child’s parent, and the child (when possible) that maps goals for learning. Justifications for Mainstreaming in Music Music touches nonverbal “ways of knowing” Music stimulates multiple modalities Music can be differentiated to be very simple (by rote) or very complex Music making is generally collaborative Music expresses emotions Music is abstract, and can practice the skill of patterns in time Mental Retardation Definition: deficits in intellectual functioning, existing concurrently with limitations in at least two of the following: “communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure, and work. Mental retardation manifests before age 18.” American Association on Mental Retardation, 1992 Learning Disabilities Definition: Generally of normal intelligence, but have “significant difficulties in the acquisition and use of language, listening, speaking, reading, writing, reasoning, or mathematical skills.” Approximately 50% of identified exceptional learners are LD Campbell, 2006 Attention Deficit Hyperactivity Disorder Characteristics: Generally accompanied with otherwise normal functioning, ADHD can result in difficulty paying attention, hyperactive or impulsive behavior Not recognized as an “official category” of special education by USDE Emotional or Behavior Disorders Characterized by extremes of acting out/aggression or symptoms of withdrawing/shyness or anxiety Usually fits into one of six categories Conduct disorder (seeks attention) Socialized aggression (disrespect for others/morals/law) Attention problems-immaturity (self explanatory) Anxiety-withdrawal (self-conscious, depressed) Psychotic behavior (unusual or far fetched behavior) Motor excess (over talkative or excessive moving) Sensory Disorders Hearing Impaired: difficulty hearing, but can still interpret the world around them through vibration and touch. Visually Impaired: can include blurry vision to blindness. Physical Disabilities Includes disabilities effecting orthopedic (skeletal or muscle systems) and / or neurological (nervous system) impairments Examples Cerebral palsy Downs syndrome Gifted & Talented Generally G&T students are good at conceptualizing, using symbol systems, and can synthesize ideas into broader contexts. Can become disruptive/distracted when class is moving slowly Often can be overlooked by teachers Growing number of G&T programs in schools References Campbell, P.S. Musician and Teacher: An orientation to music education. New York, NY: W.W. Norton & Company. Campbell, P.S. & Scott-Kassner, C. (2006). Music in Childhood. Boston, MA: Schirmer.