Special Learners in the Instrumental EnsembleDr. Stephen Zdzinski, Frost School of Music

Julia Heath, Florida State University

Charlie Rankin, Pacceti Bay Middle School, St. Johns County

Shaun Popp, Louisville Public Schools (Florida State University )

David Rosa, Thomas Jefferson Magnet School, Tampa

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Historical Development of Music Instruction for Special Learners 1800s - segregated or not taught Early 1900s – taught in asylums 1930 White House Conference on Child health & Protection 1950s – Brown vs. Board of Education (implications for placement

of special learners) 1960s – more training, continued institutionalization 1970s – deinstitutionalization, increased integration, Legislation

(94-142, Rehabilitation Act, Sect. 504) 1980s – Regular Education Initiative (fewer self-contained

special education classrooms) 1990s – Mainstreaming to Inclusion, IDEA, ADA 2000s – focus on early education, accountability

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Individuals with Disabilities Education Act (1990)

Known as IDEA Amendments to Act in 1997, 2004 Related to No Child Left Behind Act Amended, now called “Individuals with

Disabilities Education Improvement Act”

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IDEA Principles Free & Appropriate Public Education (FAPE)

for all children with Disabilities Nondiscriminatory Evaluations

to determine eligibility & Need for Services Due Process Least Restrictive Environment (LRE)

Must be provided Individualized Education Program (IEP)

Meet specific needs of student Parental Involvement

Mandated in development of IEP

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The Music Educators’ Role

Can expect to have students with disabilities in their classes & ensembles

Serve students with disabilities via inclusion and self-contained special learner music classes

Need to understand student needs, ways to adapt instruction, and seek appropriate support from special education professionals

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Inclusion

“Strategies & processes that educators use to include students with disabilities in general education classes and activities and in society as a whole”

(adapted from Adamek & Darrow, 2005)

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Individualized Educational Program (IEP) Description of students’ present level of

performance Specification of special education services

needed Statement of goals & objectives for student

Music Version – PRIVATE LESSON

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Benefits of Inclusion

For students with disabilities Higher expectations, better role models Wider circle of friends, meaningful experiences

For peers without disabilities Better acceptance & understanding Leadership, mentoring, and peer tutoring

To Teachers & Schools Individualize to student needs Improve instruction for all students

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Barriers to Inclusion

Organizational School structure & Goals for students with disabilities Instructional & classroom management practices

Attitudes Teacher & student beliefs about educating students with

disabilities Knowledge

Knowledge and skills teachers need to work with special learners

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Teaching Strategies for Inclusion: Collaboration Formal IEP, co-teaching, or inter-teacher

communication Information needed

Student’s strengths & special skills Student’s disability characteristics, limitations,

weaknesses IEP objectives to be address in music class Useful strategies for working with student

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Environmental Considerations Management of physical space

Room arrangement Student placement in class

Adaptive Instruments Modified to compensate for disability Careful selection of band & orchestra instruments

Social Support Peer buddy Teacher’s aide, classroom teacher

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Adapting Musical Instruments Suitable Instruments for Mentally Challenged Students Valved Brass & Percussion (Great Expectations Band

Program) Single Reeds, Valved Brass, & Percussion (Birkenshaw-

Fleming) Instrument Modifications for Physically Challenged

Students (Clark & Chadwick) beater adaptations mouthpiece adaptations holding and playing position aids

One-Handed Woodwind Instrument Program (David Nabb)

http://onehandwinds.unk.edu/

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Parental Involvement Strategies in Special Education accept the child as is be consistent with discipline keep the child’s decision making as simple as possible set a defined routine for the child keep a chart of job tasks, and record when they are done simplify complicated tasks by breaking directions into steps keep the child’s room organized, letting the child be responsible encourage open communication with the child

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Adapting Instruction

Accommodation Remediation, extra help, extra time, instruction

after class Same tasks as other students

Modification Compensatory Standard of participation modified Alternative activity (at the student’s highest level)

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Adaptations: Instructional Strategies Participation

Partial Instructional Delivery

Multimodal approach Auditory, Tactile, Kinesthetic

Differential Response Oral vs. written Verbal vs. non-verbal

Difficulty Task difficulty Alternative tasks (easy parts)

Time, Size Amount of time allowed to complete task Number of items to complete

Alternate Goals, Substitute curriculum Appropriate for student’s experience

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Julia Health

Inclusion in a Band Program

Classes for Students with Disabilities

Adaptations & Modifications for Instrumental Ensembles

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Shaun Popp

Personal Stories of students with special needs in band classes

Collaborating with Teachers of Students with Special Needs

Tips for Inclusion

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Charlie Rankin

Working with a Deaf Student

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David Rosa

Inclusion in a Band Program

Adaptations & Modifications for Instrumental Ensembles

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Strategies to promote student success Student

Get to know students as individuals Use age & functionally appropriate activities Teach with patience, humor, and warmth

Structure Structure lessons to provide auditory, visual, and

hands-on activities Provide consistency along with a structured &

predictable approach Be flexible

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Strategies to promote student success Evaluating

Have high expectations for students Provide FREQUENT feedback to students (positive

reinforcement) Keep positive attitude while working with student

Collaboration Be willing to collaborate with other teachers for student

success

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Suggestions

Social Adaptations Prepare your students for the inclusion of a “special” student Use Self-Esteem Enhancement Use Parental Involvement Strategies

Select instruments carefully and adapt as needed by exceptionality consider physical, musical, and social factors

Adapt Instruction to guarantee success break down complex tasks into simpler sub-tasks provide encouragement for completion of subtasks Adapt notation and music if needed

Adapt grading procedures to reflect IEP objectives include both musical and social objectives