Transcript Teaching Music to Exceptional Learners

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:
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“those who require special education and
related services if they are to realize their full
human potential” (Hallahan & Kaufmann, 2000
p. 7)
History & Law
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1975 – Education for Handicapped
Children Act passed
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Initiated
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Mainstreaming
IEPs
1990 – law refined to Individuals with
Disabilities Education Act (IDEA)
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Initiated
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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:
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Mental retardation
Specific learning disabilities
Behavior disorders
Hearing, visual, orthopedic, communication, or
other health related impairments
Autism
Brain injuries
Terminology to Know
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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
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Mental Retardation
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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.”
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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
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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
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Emotional or Behavior Disorders
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Characterized by extremes of acting
out/aggression or symptoms of
withdrawing/shyness or anxiety
Usually fits into one of six categories
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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
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Hearing Impaired: difficulty hearing, but
can still interpret the world around them
through vibration and touch.
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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
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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
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References
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Campbell, P.S. Musician and Teacher: An
orientation to music education. New York,
NY: W.W. Norton & Company.
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Campbell, P.S. & Scott-Kassner, C. (2006).
Music in Childhood. Boston, MA:
Schirmer.