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