An Introduction to Teaching Music to Children with Special Needs Ryan Hourigan Ph. D. Ball State University Ryan Hourigan Ph. D. Ball State University

Landscape of Special Education  1960’s Civil Rights Movement –Desegregation –Equal rights for all people  Pre 1970’s –Invisible People  Basements  Institutions  Many persons with disabilities did not receive an education (Adamek & Darrow, 2005)  1960’s Civil Rights Movement –Desegregation –Equal rights for all people  Pre 1970’s –Invisible People  Basements  Institutions  Many persons with disabilities did not receive an education (Adamek & Darrow, 2005)

PL or IDEA  Six Basic Principles –FAPE (Free and Appropriate Education) –Nondiscriminatory evaluations –LRE (Least Restrictive Environment) –IEP –Parents have rights –Due Process –Amended several times since (86,90,97,&04)  Six Basic Principles –FAPE (Free and Appropriate Education) –Nondiscriminatory evaluations –LRE (Least Restrictive Environment) –IEP –Parents have rights –Due Process –Amended several times since (86,90,97,&04)

Inclusion/Mainstreaming  Why????? (From Class)  Inclusion –“Meaningful participation of students with special needs in general education classrooms” (Lewis & Doorlag, p. 424)  Mainstreaming (older term) –The inclusion of students with special needs into general education for a portion of the school day (Lewis & Doorlag, p. 424)  Why????? (From Class)  Inclusion –“Meaningful participation of students with special needs in general education classrooms” (Lewis & Doorlag, p. 424)  Mainstreaming (older term) –The inclusion of students with special needs into general education for a portion of the school day (Lewis & Doorlag, p. 424)

How can I begin to teach a student with a disability?  “The Team” –Participating in the process –The IEP process  Understanding the Disability  Adaptation of Instruction –Assessing –Adaptations and Accommodations –Thinking “outside of the box”  “The Team” –Participating in the process –The IEP process  Understanding the Disability  Adaptation of Instruction –Assessing –Adaptations and Accommodations –Thinking “outside of the box”

“The Team”  Anyone who teaches a child with disabilities is a part of the IEP team –Be involved (go to meetings)  Seek out the document (IEP)  Read the goals for the student in each area –This will help you understand the nature of the disability –Ideas for adapting and accommodating  Anyone who teaches a child with disabilities is a part of the IEP team –Be involved (go to meetings)  Seek out the document (IEP)  Read the goals for the student in each area –This will help you understand the nature of the disability –Ideas for adapting and accommodating

Understanding the Disability  Talk to the other members of “The Team”  Resources (see materials given)  The Music Therapy World –Wide range of research on teaching students with disabilities  Talk to the other members of “The Team”  Resources (see materials given)  The Music Therapy World –Wide range of research on teaching students with disabilities

Adaptation of Instruction  Assessing your student –Is the student “diploma bound”? –Setting appropriate goals (Consult the team) –Also see the IEP  Other assessments in other areas –Are they at grade level?  Assessing your student –Is the student “diploma bound”? –Setting appropriate goals (Consult the team) –Also see the IEP  Other assessments in other areas –Are they at grade level?

Accommodating Students with Special Needs  EXTREMELY CONTEXTUAL  Think outside of the box –My research  See resources and information –Adamek and Darrow (2005) –Reference list given  EXTREMELY CONTEXTUAL  Think outside of the box –My research  See resources and information –Adamek and Darrow (2005) –Reference list given

Issues with Inclusion  Persons with disabilities are more likely to be behind in social development  Persons with disabilities are more likely to face social isolation  Persons with special needs encounter failure more often (Lewis & Doorlag, 2005)  Persons with disabilities are more likely to be behind in social development  Persons with disabilities are more likely to face social isolation  Persons with special needs encounter failure more often (Lewis & Doorlag, 2005)

Attitudes  Previous Special Education System –Isolate and remove  Teachers and Adults –From the old way –Inform children  Information can change attitudes  Previous Special Education System –Isolate and remove  Teachers and Adults –From the old way –Inform children  Information can change attitudes