Exceptionalities Handout with Commentary

Music Education for Special Needs
(my commentary located below)

Barbara J. Alvarez * Ball State University

A Philosophy of Teaching—Music for Every Child… Every Child for Music

Legal Guidelines

A. The Education for All Handicapped Children Act (PL 94-142), 1975
B. The Individuals With Disabilities Act (PL 94-199), 1975
C. The Americans With Disabilities Act (PL 101-336), 1990

Terms

A. Inclusion
B. Mainstreaming
C. IEP (Individualized Education Program)
D. Disability; Handicap
E. Music therapy or Music education

Disabling Conditions

Describe the characteristics of the following conditions and how they might impact the ability of students to experience
music fully.
Suggest adaptations that might be made to make the music experience more successful for those students.

A. Physical Disabilities

1. Visual Impairments
2. Hearing Impairments
3. Other Physical Disabilities and Mobility Limitations

B. Neurological or Mental Disabilities

1. Mental Impairments (Mild/MIMH, Moderate/MOMH, Severe, Profound)
2. Attention Disorders (ADD/ADHD)
3. Speech Impairments, Communication Disorders
4. Autism, Sensory Deprivation

C. Emotional Disabilities
D. Learning Disabilities
E. Multiple Disabilities
F. Hidden Disabilities, Health-related issues
G. Multicultural issues; students at risk

Gifted/Talented Students

Commentary:

As I stated in my essay for INTASC Principle #3, it is imperative for teachers to understand and be able to handle students who have disabilities as well as special abilities. It seems as though this is becoming more and more a prevalent issue in today's schools; I think this is not so much because more and more students fit these categories but, rather, because society is caring more and more about helping every single person in society and, thus, every single student in society's schools. Therefore, more emphasis is being put on special education than ever before.

A music teacher, then, must have a special understanding of students' special needs. All students, regardless of abilities, is capable of taking a music class; the teacher must simply make appropriate accommodations for some. For example, deaf students can still experience music; they may have to simply see and physically feel it, but it can still be experienced. Similarly, blind students may not be able to read music like most of us do, but they can still hear it and feel it and experience it; perhaps a special notation system can be devised for them.

More serious impairments, such as ADD/ADHD, MIMH/MOMH, and Autism pose a more difficult challenge for the teacher. These students can definitely still experience music, but they must be treated with much more patience and care. Sometimes, completely different lesson plans may have to be devised in order to help them understand the concept or stay tuned-in with the class. It's possible that a special assistant may even be needed to work with these students.

Through my field teaching experiences this semester with Mrs. Emily Morris of Sutton Elementary School, I had the opportunity to work with some students who are labeled Learning Disabled (LD) and Autism Spectrum Disorder (ASD), though I did not know this at the time. These students seemed to me to be essentially just typical, hyperactive second-graders. However, there was a little more to each of their stories. As Mrs. Morris explained to me, these students take a little extra patience when working with them. Also, she told me that often times another student will lean over and help these students find the page in the book, for example; their peers are usually very helpful and supportive, even though I doubt any of them know that their neighbor may be LD.

Though I only worked with her second-grade classes, she told me that she has many fifth-graders who have Emotional Disorders (ED). These students, she says, are the most difficult simply because it's not a lack of understanding but often a lack of desire, a lack of communication, a lack of respect. Therefore, she has to be even more patient and understanding, taking extra-special care to not upset them or yell at them (though she says, of course, that she tries to never yell at any of her students).

Lastly, Sutton Elementary School does not label any students as "Gifted." Nonetheless, Mrs. Morris has many students who she, personally, would consider gifted, even if only musically. It is these students, then, who she tries to involve a little more, give them more leadership opportunities, without showing favoritism. She also involves the students in group work which gives them all extra challenges, thus continuing to involve even the more advanced students.

All of this information as well as experience I have had will help me in the future. I intend to teach all my students to the best of my ability, including disabled, special-needs, and gifted children. Hopefully I have successfully begun my journey toward helping these students experience and enjoy music!

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