Reading for Dr. Hammel's Visit (Chapter 4 of Teaching Music to Students with Special Needs)3/9/2018
Hammel, A. M., & Hourigan, R. M. (2017). Chapter 4: A resourceful and pedagogical approach to teaching students with special needs. In "Teaching Music to Students with Special Needs: A Label-Free Approach" (2nd ed.) (pp. 63-100). New York: University Press. Discussion Questions 1. What are some of the most important strategies a music teacher can use to be part of the team at his or her school? (Discuss at least four.) Some of the most important strategies a music teacher can use to be part of the team at his or her school include: being aware of the students and their academic and behavioral needs in the music classroom, determining which students in music classes have special needs, speaking with and welcoming special education staff, and communicating with parents of students with disabilities. The first strategy, being aware, is important because once you are aware, you can create an environment that is inclusive to all your students and their different learning needs. It shows parents and other staff in the school that you care about each students’ needs and that music can play a beneficial role in supporting the student and their growth. Determining which students in music classes have special needs is also pertinent to a music teacher becoming part of the team at their school. When the music teacher does this, it demonstrates their interest in the student and allows them to have a starting point of discussion with other staff members because they will know the student’s IEP or 504 Plan. The music teacher will have strategies, accommodations, and adaptations in mind, but they can also ask for more specific help from staff who know the student much better. Welcoming the special education staff into the music classroom begins the relationship between you, the music teacher, and the SPED staff. They will have vital information about effective inclusion practices for a certain student and will be able to aid with that student in the classroom you are teaching. When the music teacher collects data and provides input in the student’s IEP or 504 Plan, they enhance the sense of teamwork and trust within the staff. Communicating with the parents of students with disabilities allows the music teacher to establish a better role with the team at their school. It shows commitment to creating a beneficial and inclusive environment for the student and demonstrates a listening and responsive ear because of the teacher’s connection with the parents. 2. What are the similarities and differences between and IEP and a 504 Plan? An IEP is an Individualized Education Program for a student with disabilities and contains items such as a statement of the child’s current academic achievement, measurable goal statements, benchmarks, progress, assessments, evaluations, transition services, and a stipulation. A 504 Plan is also for students who have disabilities, but the severity of it is not enough to warrant the services that come with an IEP; it includes adaptations so that students can receive equal access to educational opportunities. Some similarities between the two are that they both are for written in order to help students with disabilities. A difference is that the student with an IEP must have a disability that is included in IDEA, but a student with a 504 may have a disability that is included in IDEA but does not have to be. Another similarity is that these plans provide students with opportunities for them to have the same access of education as their peers without disabilities. However, an IEP is more extensive and includes staff members and aides to help create equal opportunities, while a 504 plan includes adaptations, but not any extra staff. 3. Please choose five accommodations and discuss how those may be beneficial for an entire music class or ensemble. Using an overhead projector or computer-enhanced image to enlarge materials and providing written materials for all spoken instruction would be beneficial for an entire music class to clearly see the material we are covering. It is helpful for all students to see images enlarged so there is no confusion or questions about the content. It is also beneficial for a music class to have written materials to supplement spoken instruction so that students can have a tool to help them remember what they learned and a piece of paper to write notes on the side for their own questions. Another accommodation that would be beneficial for an entire music class is to vary the style of test items used so that a student will not be penalized for having difficulty with a particular type of question. Almost all students struggle with test taking or simply the way a question is phrased, so having multiple styles of test questions is helpful for everyone. This prevents the music teacher from believing that students do not understand content, when it is simply the question that is incomprehensible. Waiting to prompt students for verbal answer to questions after at least five seconds have passed is critical when asking all students questions. Wait time is extremely important and often forgotten about when teaching; it is not only helpful for students with disabilities but for all students to be given time to thoughtfully think about their answers and not be embarrassed because they could not think fast enough. Allowing students to help plan their own instructional accommodations and be a partner in the process creates a sense of ownership for all members of a music class. Knowing that they have a say in the way they learn is empowering and lets them know that the music teacher cares about their individual needs and desires. Lastly, providing a written rehearsal schedule for students to follow is beneficial for an entire music class because it allows them to know and understand what the objectives are for the class and what the schedule is. Knowing the schedule will better help them stay on task and know what is expected of all of them. 4. Based on what you have read in this chapter, what are some specific adaptations, accommodations, or modifications that you could use in your classroom (or future classroom)? In my future classroom, I could allow multiple forms of assessment to see if a student understands the content I am teaching. They may not all be comfortable taking a multiple-choice test with a pencil and paper, so providing the option of using technology or tactile objects allows me to see if they understand the concept I have taught and are not hindered by the format of the test. I could also use lots of images for students who have difficulties with communication so that they have a way to point to different items and understand concepts visually, rather than verbally. Students with behavioral challenges could be given the opportunity to move around or have a specific seat they can move to so that their lack of movement is not distracting them. 5. Have you worked with students in any of the categories mentioned in this chapter? If so, what were some of the challenges or successes that you noticed? I have interacted with students who have ADD or ADHD, which would fit into the behavioral/emotional category. I was interacting with them in my junior year of high school through my church’s youth group as a small group leader. We would be in small groups asking discussion questions and they would provide answers and questions. Some of the challenges I noticed were that I had a hard time keeping their attention and their thoughts on task. They also tended to fidget a lot because it was hard sitting in the same position at one time. Some of the successes occurred when I let them talk and verbally process what they were thinking without saying “That’s right” or “That’s wrong”. It led to some really insightful comments and questions! Synthesis Questions
Comments are closed.
|
Davina MiawOn this page, I will present examples of my scholarship in the form of reflective essays and philosophical assignments. Archives
November 2019
Categories |