| Edition |
Second edition. |
| Description |
xxvii, 275 pages : illustrations ; 24 cm |
| Physical Medium |
regular print |
| Description |
score |
|
part |
| Bibliography |
Includes bibliographical references (pages 245-255) and index. |
| Contents |
Pt. I CURRENT LANDSCAPE OF THE SPECIAL EDUCATION SYSTEM IN THE UNITED STATES -- ch. 1 Public School Education within a Democracy: An Equal Opportunity for All Students -- Unequal Opportunity -- A Brief Look at Special Education in the 21st Century -- Funding of Special Education: A Demographic Snapshot of Support -- Family Challenges and Children with Disabilities -- Teaching Music in the 21st Century: A Label-Free Approach to Teaching Music to Students with Special Needs -- Cognition -- Communication -- Receptive and Expressive Language 17 Language and Culture 17 Behavioral Challenges -- Emotional Challenges -- Sensory Needs -- Physical and Medical Conditions -- Conclusion -- Discussion Questions -- ch. 2 Current Structure of Special Education in Our Schools: A Brief History of Legislation and Litigation in the United States -- Keystone Legislation and Educating Students with Special Needs -- Public Law 94 -- 142 -- Legislative History on Behalf of Students Who Are Intellectually Gifted -- Jacob K. Javits Gifted and Talented Students Education Act -- More Recent Legislation and Litigation Regarding Students with Special Needs -- IDEA and Early Intervention -- Six Principles of IDEA: Implications for Music Educators -- Zero Reject -- Nondiscriminatory Evaluation -- Free and Appropriate Education -- Least Restrictive Environment -- Procedural Due Process and Parental Involvement -- Americans with Disabilities Act -- Responsiveness to Intervention -- Effect of the No Child Left Behind Act on Special Education -- Race to the Top -- Every Student Succeeds Act (2015) -- Common Core State Standards (2010) -- Applications and Considerations for Music Educators -- Discussion Questions -- pt. II PREPARING TO TEACH MUSIC TO STUDENTS WITH SPECIAL NEEDS -- ch. 3 Preparing to Teach: Fieldwork and Engagement Opportunities in Special Education for Preservice and In-Service Music Educators -- Becoming Acquainted Through Observation, Assisting, Discussion, and Planning -- Types of Fieldwork Opportunities in Special Education for Preservice and In-Service Music Educators -- Fieldwork in Self-Contained Classrooms -- Fieldwork Resource Rooms -- Fieldwork in Inclusive Classrooms -- Fieldwork in Summer Enrichment Programs -- Fieldwork in Specific Therapy Environments -- Music Therapy and Music Education -- Creating Fieldwork Experiences with Students with Special Needs for Preservice Music Educators -- Conclusion -- Discussion Questions -- ch. 4 A Resourceful and Pedagogical Approach to Teaching Students with Special Needs -- Participation in the Process and Gathering Support -- Speaking with Special Education Professionals and Staff -- Parent Partnerships -- Individualized Education Programs and 504 Plans -- Transition Plans -- 504 Plans -- Attending the IEP or 504 Meetings -- Understanding Adaptations, Accommodations, and Modifications -- Incorporating the Six Domains Into Classroom Accommodations -- Teaching Music to Students with Cognitive Challenges -- Teaching Music to Students with Communication Challenges -- Teaching Music to Students with Behavioral Challenges -- Teaching Music to Students with Emotional Challenges -- Teaching Music to Students with Sensory Challenges -- Teaching Music to Students with Physical and Medical Conditions -- Putting It All Together -- Discussion Questions -- pt. III PRACTICAL CLASSROOM ADAPTATIONS, MODIFICATIONS, AND ASSESSMENT TECHNIQUES FOR TEACHING STUDENTS WITH SPECIAL NEEDS IN THE MUSIC CLASSROOM -- ch. 5 Developing a Student-Centered and Inclusive Music Classroom -- Classroom Management and Students with Special Needs: Four Important Considerations -- Close Supervision and Monitoring -- Classroom Rules -- Opportunities to Respond -- Contingent Praise -- Initial Preparation and Planning -- Continued Communication -- Physical Arrangement -- Parents and Classroom Behavior -- Anxiety -- Moderate Intervention Plans -- Schoof-Wide Positive Behavior Support Systems -- Socialization of Students with Special Needs -- Theoretical Framework for Socialization and Inclusion -- Caring: A Feminine Approach to Ethics and Moral Education -- Social Identity Processes in Organization Contexts -- Risks (Lessons Learned From Vygotsky) -- Practical Strategies for Music Educators -- Be Aware of the Social Environment in Your School -- Synergy -- A Moral/Ethical Code -- Be Proactive in Your Approach to Socialization -- Conclusion: Critical Issues for Students with Special Needs -- Discussion Questions -- ch. 6 Curriculum and Assessment for Students with Special Needs -- Fundamentals of Curriculum Design and Students with Special Needs (A Quick Review) -- Constructivism as a Curricular Model to Assist with Inclusion -- Four Primary Teaching Practices to Consider When Teaching Students with Disabilities in a Modified or Adapted Curriculum -- Modality -- Pacing -- Size -- Color -- Curricular Modifications in Music Education for Students with Disabilities -- Incorporating Important Elements of Music Therapy Into the Music Education Curriculum (Contributed by Amy M. Hourigan, MT-BC) -- Creating -- Performing -- Responding -- Connecting -- Assessment and Students with Special Needs -- Measurement, Assessment, and Evaluation for Students with Disabilities -- Formative Assessments for Students with Special Needs -- Establishing a Baseline of Understanding -- Elementary -- Beginning Band -- Beginning Choir -- Beginning Orchestra -- Secondary Instrumental -- Secondary Choral Music -- Writing Clear, Obtainable Objectives for Students with Special Needs -- Seventh-Grade Choir -- Assessing Nonmusical Goals -- High School Orchestra -- Alternative Assessments for Students with Special Needs -- Summative Assessments and Students with Special Needs -- Conclusion -- Discussion Questions -- ch. 7 Teaching Strategies for Performers with Special Needs -- Hidden Curriculum in Traditional Performing Ensembles (Equal Access) -- Participating in the Special Education Process -- Understanding the Disability (Seeking Resources) -- Adaptation of Instruction for Performers with Special Needs -- Use of Technology -- Large Group Performing Ensembles: Are They the Appropriate Placement for Students with Special Needs? -- Meaningful participation -- Alternative Models of Performance for Students with Exceptionalities -- Conclusion -- Discussion Questions -- ch. 8 Teaching Music to Students Who Are Intellectually Gifted -- Intellectual Giftedness in the Music Classroom -- Understanding the Spectrum of Special Needs (Gifted and Talented) -- A Brief Background of How Students Are Identified as "Gifted" -- Current Identification Process -- Individual IQ Testing and Other Identification Practices -- Categories of Giftedness -- Highly/Profoundly Gifted -- A Discussion of Variant Needs and Services Provided to Students with Special Needs -- Elitism Versus Egalitarianism -- Characteristics of Students Who Are Gifted -- Behavior -- Learning -- Creativity -- Emotion -- General Intellectual Ability -- Specific Academic Aptitude -- Instructional Delivery/Pacing/Process/Modifications -- Grouping Options -- Teacher Characteristics That Are Successful When Teaching Students Who Are Gifted -- Twice Exceptional -- Including a reprint of: Hammel, A. M. (2016). Twice exceptional. InD. V Blair SfK. A. McCord (Eds.), Exceptional music pedagogy for children with exceptionalities: International perspectives. New York, NY: Oxford University Press -- Putting It All Together -- Conclusion -- Discussion Questions -- pt. IV RESOURCES FOR MUSIC EDUCATORS -- ch. 9 Resources for Music Teachers and Music Teacher Educators Regarding Teaching Students with Special Needs -- Section 1 Internet Resources -- Internet Resources Pertaining to Persons with Autism -- Internet Resources Pertaining to Students with Sensory Challenges -- Specific Visual Impairment Internet Resources -- Specific Hearing Impairment Internet Resources -- Internet Resources Pertaining to Persons with Developmental Delays -- Internet Resources Pertaining to Persons with Emotional Disturbances -- Internet Resources Pertaining to Persons with Cognitive Disabilities -- Multiple Impairment Internet Resources -- Internet Resources for Children with Physical Disabilities -- Internet Resources for Persons or Students with Chronic Medical Conditions -- Internet Resources for Students with Specific Learning Disabilities -- Speech and Language Impairment Internet Resources -- Internet Resources Pertaining to Persons with Traumatic Brain Injury -- Section 2 Print Resources for Music Teachers and Music Teacher Educators -- Selected Research within Music Education Pertaining to Students with Special Needs -- Dissertations within Music Education -- Selected Research within General Education -- Books within Music Therapy and Music Education -- Selected Books within General Education -- Practitioner Articles within Music Education. |
| Summary |
"Teaching Music to Students with Special Needs: A Practical Resource brings together theory, policy, and planning for instruction in K-12 classrooms. The resource is a result of collaboration between K-12 teachers, outstanding undergraduate and graduate music education students, and professionals in the field. The lesson ideas, lesson plans, and unit plans are organized according to the six domains posited by Alice Hammel and Ryan Hourigan in their book, Teaching Music to Students with Special Needs: A Label-free Approach, Second Edition. This book equips music educators with understanding necessary to implement teaching ideas into the domains of cognition, communication, behavior, emotions, and physical and sensory needs. Classroom-tested lesson plans include procedure outlines and assessments as well as guides for adaptation, accommodation, and modification needed for successful implementation in K-12 classrooms. As such, this eminently useful guide provides teachers with enough practical ideas to allow them to begin to create and adapt their own lesson plans for use with students of differing needs and abilities." -- from the publisher. |
| Subject |
Music -- Instruction and study.
|
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Music -- Instruction and study. |
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Children with disabilities -- Education.
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Children with disabilities -- Education. |
| Genre/Form |
Instructional and educational works.
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Parts (Music)
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Scores.
|
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Instructional and educational works.
|
|
Parts (Music)
|
|
Scores.
|
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Instructional and educational works.
|
|
Parts (Music)
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|
Scores.
|
| Added Author |
Hourigan, Ryan M., author.
|
| ISBN |
9780190654689 hardcover alkaline paper |
|
0190654686 |
|
9780190654696 paperback alkaline paper |
|
0190654694 |
|
