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Preparing Preservice Music Teachers to Teach Students with Special Needs

Mara E. Culp, The Pennsylvania State University This PowerPoint was Presented at:

Society for Music Teacher Education Biennial Symposium on Music Teacher Education University of North Carolina at Greensboro, Greensboro, NC

September 19th, 2015

© Culp 2015

+ Social Justice n  Social Justice

n  A response to an injustice that violates the equitable treatment of all people (Allsup & Shieh, 2012)

n  Better preparing music teachers is a response to an injustice wherein students with special needs are excluded from music classrooms due to a lack of teacher knowledge

n  Student’s rights n  Every student deserves access to a free and equal music

education (Shuler, 2012; Bates, 2012) n  Students with special needs should be able to expect the same

level of quality in and access to educational experiences n  May be denied access due to lack of teacher knowledge

(Abramo, 2012; Nabb & Balcetis, 2010)

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+ Preservice Music Teachers (PMTs) n  Apprehension (Cassidy & Colwell, 2012)

n  Students with special needs would not be capable of succeeding in their music classroom.

n  Preparation (Salvador, 2010) (109 NASM-accredited universities granting degrees in music education) n  (a) 29.6% required a course in teaching music to special

populations n  (b) 38.9% indicated that this type of course was available

n  If so, commonly taught in general education n  (c) 59.8% reported purposefully integrating the teaching of

exceptional populations throughout their coursework. n  Could be as little as one class, commonly the elementary

methods course n  Students reported that it was not in a sequential or planned way

n  (d) 23.9% of responders indicated that teaching music to special populations is not addressed at all throughout their undergraduate experience

n  Difficulty Transferring Knowledge (Conway, 2002) n  PMTs have more difficulty finding relevance in general education

coursework

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+Guiding Ideas:

1.  Incorporating information and experiences into existing coursework

2.  Models for designing new coursework or enrichments

Strategies for working with students with special needs embedded throughout

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+Items to Consider n  What should preservice teachers do?

n  Observe and teach in music classrooms with students with special needs, then journal and reflect on those experiences (Whipple & VanWeelden, 2012)

n  Participate in peer modeling (Colwell, 2013) n  Learn content-specific strategies n  Guided discussions and framing of experiences

n  Where will information be placed in the curriculum? n  What will the delivery format be? n  Who will incorporate it? n  When will it be incorporated? n  How will it be incorporated?

n  Where can resources and information be located? n  Special Education Department (at home university) n  Websites:

n  Children with Exceptionalities (Special Research Interest Group) n  https://sites.google.com/site/exceptionalitiessrig/

n  FACEBOOK: Teaching Music to Students with Special Needs: A Label Free Approach n  https://www.facebook.com/groups/168741656491982/

n  See handout n  Readings

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+

Incorporating Information and Experiences into

Existing Coursework

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+ Music Teacher Education Curriculum

Baccalaureate Degree in Music Education

General Studies

(30-35%)

Professional Education (15-20%)

Musicianship (50%)

Teaching/Music

National Association of Schools of Music (2014)

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+Existing “Musicianship” Course Work

Ensembles

Private Lessons

History, Theory, and Aural Skills

Techniques & Pedagogy

Intro to Music Ed/Musical

Development

Methods Courses

An integrated approach

Music Foundation Experiences: Build Music Skill & Knowledge

Music Teaching Experiences: Build Teaching Skill & Knowledge

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n  Common coursework, activities, and experiences (NASM, 2014)

n  Your situation/experience may be different

n  Guide and focus the conversation

n  How, Where, and When to include experiences and information

n  Hands-on examples of how information can be included in a variety of settings

n  Additional information is provided in handouts

Activities/Topics Examples

Type of Coursework Proposed purpose

“How to” include experiences, information, and knowledge pertaining to individuals with special needs in music settings.

Slide Description: 9

1.  Perform ensemble repertoire

n  Listen

n  Sight read

n  Rehearse/Refine

n  Discuss

2.  Watching/Attending concerts

1.  Ensemble repertoire

n  Ravel (dementia), “Bolero” for orchestra (1928)

n  Other composers: Beethoven, Smetana, Gabriela & Frank (deafness); Landini & Delius (blindness); Schumann, Hikari Oe, and Tobias Picker (mental disturbance)(Straus, 2011)

2.  Watching/Attending concerts

n  White Hands Choir (hearing impairments, vision, cognitive, and motor impairments, Down syndrome, learning disabilities, and autism)

Activities Examples

Ensembles Students practice musical skills in small and large group settings.

Experience music of composers and performers with impairments; and discuss the importance of all people having access to musical experiences.

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1.  Perform solo repertoire

n  Select

n  Practice

n  Analyze

n  Composer background and history

n  Theory

2.  Listen/Watch (professional) performers

1.  Perform solo repertoire n  Schumann (emotional and mental

disturbance), “Die letzten Blumen starben” from “Lieder, Op. 104,” mezzo-sop

n  Other composers: Beethoven, Smetana, Gabriela & Frank (deafness); Delius (blindness); Schumann, Hikari Oe, and Tobias Picker (mental disturbance) (Straus, 2011)

2.  Listen/Watch (professional) performers

n  Itzhak Perlman (polio), violin

Activities/Topic Examples

Private Lessons Students refine musical ability on primary (and secondary) instruments.

Experience music of composers and performers with impairments and discuss the importance of all people having access to musical experiences.

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1.  Score (and example) study

n  Listen

n  Analyze

n  Sight read

2.  Biographical information and depictions of composers

1.  Score study

n  Landini (blindness), “Ecco la primavera,” madrigal for AT

2.  Biographical information and depictions of composers

n  Beethoven (deafness)

n  What if Beethoven had not had access to music training?

Activities/Topics Examples

History, Theory, and Aural Skills Students examine (Western) music composition, composers, and events.

Experience music of composers with impairments and discuss the importance of all people having access to musical experiences.

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1.  Practice instruments/vocal production to learn skills

n  Assembly

n  Embouchure

n  Posture

n  Holding/Standing position

n  Fingerings

2.  Peer modeling

1.  Practice instruments/vocal production to learn skills

n  Experience alternate strategies

n  Develop new strategies

2.  Peer modeling (Colwell, 2013)

n  Preservice teacher teaches a peer as though the peer has a disability

n  Preservice teacher learns an instrument as though he/she has a disability

Activities/Topics Examples

Techniques & Pedagogy Students learn to play and/or teach voice and/or families of instruments.

Experience teaching and learning situations involving impairments

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1.  Musical development

2.  Nature of the student n  Understanding WHO is in your

classroom

3.  School policies and practices n  Scheduling n  Courses you may teach

4.  Personal philosophy of music ed n  Value of music education for

student’s

5.  Lesson Planning/Task Analysis

1.  Musical development n  Discuss typical and atypical development

2.  Nature of the student n  Prevalence of students with special needs n  Access and barriers of students with

special needs 3.  School policies and practices for

teaching students n  Intro to Individuals with Disabilities Act

(IDEA) n  Intro to Individualized Education Plans

(IEPs) 4.  Personal philosophy

n  Why students with special needs should receive a music education

5.  Lesson Planning/Task Analysis n  Universal Design n  Accommodations and Modifications

Topics Examples

Introduction to Music Education/Musical Development

Students explore the field of music education.

Experience teaching and learning situations involving impairments

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1.  Curriculum n  Selecting materials and

activities n  Lesson planning n  Goal setting n  Assessment

2.  Classroom management n  Organizing the classroom n  Developing routines

3.  Classroom visits n  Observation n  Teaching

1.  Curriculum n  Selecting materials and activities

ü  Braille notation, white gloves for conducting, scrolling music readers, high contrast or enlarged music notation, classroom microphones

ü  Consulting IEPs and special education professionals ü  Choral – e.g., sign language ü  Instrumental – e.g., ChordBuddy™, Cellophant™, Bow

Hold Buddies™, modified holding positions, modified instruments

ü  General – e.g., modified recorder, NoteBlocks™, word charts, Not So Loud™ (NSL) drums, Octobands™

n  Lesson planning, Goal setting, Assessment ü  Accommodations and modifications ü  Consulting IEPs (and IEP teams) ü  Collaborating with special education professionals ü  Universal design (multiple was to present and assess)

2.  Classroom management n  Purposeful placement n  Consulting IEPs and special education professionals n  Working with paraprofessionals (Scott, Jellison, Chappell, &

Standridge, 2007) 3.  Classroom visits

n  Observe and teach in inclusive classrooms n  Journal and reflect on the experience

Activities/Topics Examples

Methods Courses Students learn and practice strategies to teach students in music settings.

Experience teaching and learning situations involving impairments

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+

Models for Designing New Coursework or

Enrichments

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+ Sample Course:

n  Select a Required Text:

Course Description:

This course is designed to prepare preservice teachers to accommodate the special needs of exceptional children. Course content discusses mainstreaming/inclusion, special students (characteristics and behaviors), and classroom methodology. Course content, activities, and experiences cover National Standards for Music Education and prepare preservice teachers to meet the needs of diverse populations. Five hours of fieldwork, comprised of observations, interactions and teaching episodes, in music classrooms containing special students is required for this course.

n  Include Supplemental Texts:

Teaching special students in general education classrooms (Lewis & Doorlag, 2003)

MU ED 412: Teaching Music to Exceptional Students

Teaching music to students with special needs (Hammel & Hourigan, 2011)

Including everyone: Creating music classrooms where all children learn (Jellison, 2014)

Special education: Contemporary perspectives for school professionals (Friend, 2013)

Teaching music to students with autism (Hammel & Hourigan, 2013)

Music in special education (Adamek & Darrow, 2010)

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+ “One-Week” Integration Approach

Course Sequence and Assignments

Hammel, A. M., Stringham, D. A., & Ritcher, G. K. (2015).

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+Unit Presented as Four Modules

n  Day 1: Intro n  PowerPoint

n  Readings, Videos

n  Activity: Making music

n  Activity: Think-Pair-Share

n  Day 3: General Music n  PowerPoint

n  Readings, Videos n  Universal Design in Action n  Activity: Reading Review n  Activity: UDL in Action

n  Day 2: Instrumental Music n  PowerPoint

n  Readings, Videos n  Activity: Case Studies n  Activity: Peer Teaching n  Activity: Instrument

Modifications

n  Day 4: Choral Music n  PowerPoint

n  Readings, Videos n  Activity: Choral Scenarios n  Activity: Technology & Assessment n  Wrap-up

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+Content Samples

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+Individuals with Disabilities

Education Act (IDEA)

n  Enacted by Congress in 1975 to ensure that children with disabilities have the opportunity to receive a free appropriate public education

n  14 categories of disabilities

n  When a student’s schoolwork is adversely affected by the presence of a disability or impairment s/he is eligible for services (NICHCY, 2012).

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+Disability and Impairment

§  Loss or abnormality in body structure or physiological function

§  Physical Characteristic

§  The negative aspects of the interaction between an individual with a health condition or impairment and that individual's environmental and personal factors

§  Interaction with his/her surroundings

§  Umbrella term for impairments

Impairment Disability

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+Disabilities and Impairments National Dissemination Center for Children with Disabilities (NICHCY), 2012

n  Orthopedic impairment

n  Autism n  Deaf-blindness n  Deafness n  Developmental delay n  Emotional disturbance n  Hearing impairment n  Intellectual disability n  Multiple disabilities n  Other health impairment n  Specific learning disability n  Speech or Language

Impairment n  Traumatic brain injury n  Visual impairment

External Internal (Not always seen)

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Inclusion

Inclusion is the term used to indicate that a student with special needs is served primarily in general education settings, which can include music.

+Individualized Education Plan (IEP) “A written educational plan that specifies a special student’s current levels of educational performance, annual goals, and short-term instructional objectives” (Lewis & Doorlag, 2003, p. 443)

+Adapting Teaching

n  Aural: Hearing

n  Oral: Speaking

n  Kinesthetic: Moving

n  Tactile: Touching

n  Visual: Seeing

n  Icons: pictures and symbols

n  Color Coding: varying font color and background

n  Echoing: repeating orally

n  Written Words: key concepts to be emphasized

n  Other Visual Aids: objects, pictures, or movements that can be experienced through site, sound, touch, and movement

n  Peer Mentoring: typical student paired with a student with a disability

n  Assistive and Supportive Technology: low and/or high technology adaptive devices, including augmentative and alternative communication systems

Modality Ways of Knowing

(Hammel & Hourigan, 2011)

Strategy Educational Supports

(VanWeelden, 2011)

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+Alternate Modality

Modality: Visual

Strategy: Visual Aide

 

Modality: Kinesthetic

Strategy: Manipulatives (hand-held objects to represent ideas)

Language Impairment Cognitive Impairment

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+Altered Strategy

Modality: Visual

Strategy: Visual Aides n  Color/Contrast

n  Size

Modality: Aural

Strategy: Classroom microphone

Visual Impairment Hearing Impairment

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+Music-Specific Strategies

Modality: Tactile

Strategy: Assistive device for playing an instrument (ChordBuddy™)

Modality: Aural

Strategy: Recordings

Modality: Tactile

Strategy: Braille notation

Physical Impairment Visual Impairment

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+

Videos Modified Modality

Or

Modified Strategy?

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+Closing Thoughts

n  Every student deserves the right to a music education

n  Students with disabilities can be denied access to a music education due to the teacher’s lack of knowledge (Nabb & Balcetis, 2010)

n  Improving the educational opportunities for students with special needs begins by improving preservice music teacher educational experiences

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+Thank You. Questions/Comments?

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+ References n Abramo, J. (2012). Disability in the classroom: Current trends and impacts on music education. Music Educators Journal, 99(1), 39-45. doi: 10.1177/0027432112448824 n Adamek, M. S., & Darrow, A. (2010). Music in special education (2nd ed.). Silver Spring, MD: The American Music Therapy Association. n Allsup, R. E. & Shieh, E. (2012). Social justice and music education: The call for a public pedagogy. Music Educators Journal, 98(4), 47-51. n Bates, V. C. (2012). Social class and school music. Music Educators Journal, 98(4), 33-37. n Cassidy, J. W. & Colwell, C. M. (2012). University students' perceptions of an inclusive music production. Journal of Music Teacher Education, 21(2), 28–40. doi: 10.1177/1057083711411714 n Colwell, C. M. (2013). Simulating disabilities as a tool for altering individual perceptions of working with children with special needs. International Journal of Music Education, 31(1), 68-77. n Conway, C. (2002). Perceptions of beginning teachers, their mentors, and administrators regarding preservice. Journal of Research in Music Education, 50(1), 20-36. Retrieved from http://www.jstor.org/stable/3345690 n Friend, M.·(2013). Special education: Contemporary perspectives for school professionals. Pearson: New York, NY. · n Hammel, A. M., & Hourigan, R. M. (2011). Teaching music to students with special needs: A label-free approach. New York: Oxford University Press. n Hammel, A. M., & Hourigan, R. M. (2013). Teaching music to students with autism. Oxford University Press: New York, NY. n Hammel, A. M., Stringham, D. A., & Ritcher, G. K. (2015). Teaching music to students with special needs: A model for pre-service music teacher educators [Poster Presentation]. Presented at Society for Music Teacher Education Biennial Symposium on Music Teacher Education. Greensboro, NC. n Jellison, J. (2014). Including everyone: Creating music classrooms where all children learn. New York: Oxford University Press. n Lewis, R. B. & Doorlag, D. H. (2003). Teaching special students in general education classrooms (6th ed.). Upper Saddle River, NJ: Prentice-Hall, Inc. n Nabb, D., & Balcetis, E. (2010). Access to music education: Nebraska band directors’ experiences and attitudes regarding students with physical disabilities. Journal of Research in Music Education, 57(4), 308-319. doi: 10.1177/0022429409353142 n National Association of Schools of Music (NASM). (2014). Handbook 2014-15. Reston, VA: National Association of Schools of Music. Retrieved from http://nasm.arts-accredit.org/site/docs/Handbook/NASM_HANDBOOK_2014-15.pdf n National Dissemination Center for Children with Disabilities (NICHCY). (2012). Categories of disability under IDEA. Washington, DC: National Dissemination Center for Children with Disabilities. n Salvador, K. (2010). Who isn't a special learner? A survey of how music teacher education programs prepare future educators to work with exceptional populations. Journal of Music Teacher Education, 20(1), 27–38. doi: 10.1177/1057083710362462 n Scott, L. P., Jellison, J. A., Chappell, E. W., & Standridge, A. A. (2007). Talking with music teachers about inclusion: Perceptions, opinions, and experiences. Journal of Music Therapy, 19(1), 38-56. n Shuler, S. C. (2012). Music education for life: Core music education: Students' civil right. Music Educators Journal, 98(4), 7-11. n Straus, J. N. (2011). Extraordinary measures: Disability in music. New York: Oxford University Press. n VanWeelden, K. (2011). Accommodating the special learner in secondary general music classes. General Music Today, 24(3), 39–41. doi: 10.1177/1048371310396707 n Whipple, J. & VanWeelden, K.(2012). Educational supports for students with special needs: Preservice music educators' perceptions. Update: Applications of Research in Music Education, 30(2), 32–45. DOI: 10.1177/8755123312436987

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