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This document discusses creating inclusive music classrooms where all students can learn. It emphasizes designing meaningful music programs for all students, using universal strategies to accomplish music goals, and making decisions based on principles like cultivating peer interactions and fostering self-determination. Universal design of instruction, materials, and the physical environment can help ensure full and equitable participation for students of all abilities.
This document discusses creating inclusive music classrooms where all students can learn. It emphasizes designing meaningful music programs for all students, using universal strategies to accomplish music goals, and making decisions based on principles like cultivating peer interactions and fostering self-determination. Universal design of instruction, materials, and the physical environment can help ensure full and equitable participation for students of all abilities.
This document discusses creating inclusive music classrooms where all students can learn. It emphasizes designing meaningful music programs for all students, using universal strategies to accomplish music goals, and making decisions based on principles like cultivating peer interactions and fostering self-determination. Universal design of instruction, materials, and the physical environment can help ensure full and equitable participation for students of all abilities.
Including Everyone: Creating Music Classrooms Where All Children Learn
Dr. Judith A Jellison
-Students are some of the best teachers for students
-make students comfortable to go out of their way to help another student Ex. Trombone sectionals for Ben -how and when to help -Classroom a Mosaic of children -Individuals with Disabilities Education Act 1975 -children with disabilities are to be educated in the classroom with typically developing children -elementary music education -Bands, choruses, and orchestras -Inclusion -every child participates happily and successfully; sense of community and social connectedness; celebration of individual and group achievements -uniqueness of children, biases, and stereotyping -> whos here? -design meaningful music programs -> whats the point? -life after school -use governing principles to guide decisions -> where do I start? -classroom management= how to teach well (be good at what you do) -accomplish music goals using universal strategies -> now what? -The Children -labels are (are not) important -person- first language -view learning differences as a continuum -talk to the child! -gather information -attitudes and expectations are learned -youll come in with expectations and adapt them continuously -The Music Program
-Goal: meaningful music participation throughout life
-principle of transition; school throughout adult life -full participation to the extent possible -Governing Principles for Decisions 1. culturally normative experiences in socially valued roles -dont make special needs students play rhythm sticks; real instruments 2. positive, frequent interactions with same-age peers in inclusive classrooms 3. self-determination is fostered -learn about goal setting; making own decisions for normal children from special needs students 4. collaboration and coordinated efforts -Accomplishing Music Goals using a Universal Approach -universal design -architecture -> instruction -ramps -> bicycles, stroller, wheel chair -equitable, flexible, accessible -modes of communication; curricular goals/standards; instruction; assessment; physical environment; materials, instruments, equipment; technology; support from others -physical: sensitivity to light; glare on paper; take out every other bulb. Sensitivity to sound; carpet classroom. Person who uses wheelchair, take out threshold (easier for everyone to get in and out of) -blind needs brail -how to we make things accessible to all students -pacing of instruction -marching band: let student sit out when necessary; give more short, frequent breaks inspired by child with disabilities -wont compromise program, will actually help everyone -multiple ways to present information, multiple ways for students to respond, multiple ways to inspire (engage) students