Teaching the Student With Special Needs in the Secondary Level Music Classroom

8/2/2019 Teaching the Student With Special Needs in the Secondary Level Music Classroom

1/4

I. DEVELOPMENT OF A STUDENT-CENTERED ANDINCLUSIVE 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 DISTORDERS (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 b. OBSERVE THE STUDENT (1) In the regular classroom setting

(2) In the music classroom(3) In other settings as appropriate

TEACHING THE STUDENT WITH SPECIAL NEEDS AT THE SECONDARY LEVEL

Page 1 of 4 Tuesday, May 1, 2012


2/4

c. LEARN AND UNDERSTAND how the students (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. BUILD THE ESSENTIAL TEAM - THE SPECIAL EDUCATOR & THE MUSIC

EDUCATOR

II. ADAPTATION, ACCOMMODATION, AND MODIFICATION OF

LESSON PLANS IN CHOIR, BAND, ORCHESTRA, & MARIACHI

A. GENERAL TEACHING STRATEGIES FOR PERFORMERS WITH

SPECIAL NEEDS

1. Become familiar with the students I.E.P 2. Music Educators need to have the confidence to relate to other colleagues that they are the experts in their field. 3. Determine how a specific student learns a. Aural b. Visual

4. Research possible uses of technology in development of the students musical I.E.P.

5. The Special Education students participation in the music class must be meaningful a. Adapt the music to fit the students needs b. Assist the student with practice c. Adapt instruments or locate a manufacturer who specializes in the production of musical instruments for the disabled. d. Rehearsal Routine e. Performance




3/4

B. DEVELOPING SPECIFIC STRATEGIES

1. CURRICULUM DEVELOPMENT - SUGGESTIONS: 1. Modality 2. Pacing

3. Size

4. Color

5. Singing alone & with others (challenge of varied repertoire)

2. 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 Specified 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.




4/4

C. UNDERSTANDING THE SPECIAL NEEDS OF STUDENTS WHO ARE

INTELLECTUALLY GIFTED

1. UNDERSTANDING THE BROAD SPECTRUM OF SPECIAL NEEDS - INCLUDING THE GIFTED. 1. Accommodations, adaptations and modifications are often necessary 2. Develop a structured mentorship program with students with different learning styles.2. GIFTEDNESS AS DESCRIBED ON THE BELL CURVE 1. MIldly gifted 115-129

2. Moderately gifted 130-144 3 Highly gifted 145-159 4. Exceptionally gifted 160-179 5. Profoundly gifted 180+ 3. USE OF TECHNOLOGY IN MEETING SPECIFIC IEP & TEKS GOALS 1. Music Learning Community(Including 1-Pad Application) 2. Finale and Sebelius software

3. Recorded practice CDs a. Adapted to meet needs of students b. Record students part and other parts to develop listening skills 4. Personalized DVD instructional and practice materials to support learning 4. 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)



Documents

Teaching the Student With Special Needs in the Secondary Level Music Classroom