Beruflich Dokumente
Kultur Dokumente
student for reasons that are not justified. (Hammel, location 788). This not only
resonated with the African American community but also with the special needs
community and their family members. It focused on having things equal in education
for all students. Next, the Elementary and Secondary Act was geared toward students
who were economically at a disadvantage but it again resonated with the advocates
for students with disabilities. This resulted in funds for students at educational and
economical disadvantages.
2. The first thing P.L 94-142 expanded was the age range of children who could receive
its benefits from age 3-21. It also changed its name and it changed the word
handicapped to persons with disabilities. It also set up the idea of preparing kids
with disabilities for the work force. P.L. 105-17 also reorganized IDEA into 4 parts.
setting merely because he or she has a disability. This means that music teachers
need to include the child with disabilities as best as he or she can. Its the
teachers job to find something the student can do with music within their
classroom.
not sure if the child has disabilities is to discuss your thoughts with someone who
works for the special education part of their school. Music educators are not
the students IEP they can get the best education possible.
d. Least Restrictive Environment- where the student learns best. The best way is to
have the student participate in the traditional classroom setting, then assess if
they need to be put somewhere else or if they should stay in the choir room or
e. Procedural Due Process and Parental Involvement- parents may request to place
4. LRE: One example of LRE would to have a high student with disabilities who loves to
sing, sing in the least advanced concert choir and lets say they get frustrated with
sight reading. Go over slowly how to sight read so they feel more confident. Another
example would be to have a big choir split up into groups and do a small performance
project and have the child with disabilities in a group with his/her friends. A third
example would be just to have the child with disabilities special education helper stay
in the classroom to observe and help him/her out during choir or band if they are
5. I could tell her about the Least Restrictive Environment part of the IDEA, and say that
it might be a good idea for him/her to join my music class if he/she likes music.
6. To implement aspects RTI, I could give my students a sight reading test in the
beginning of the year and then maybe every quarter after that to see their progress.
References
Hammel & Hourigan's (2017) Teaching Students to Music With Special Needs: A Label-Free
Approach. Retrieved from Amazon.com