In this post I will be covering the questions that are asked on page 45 in this book.
Hammel, A., & Hourigan, R. M. (2017). Teaching music to students with special needs: a label-free approach. New York, NY: Oxford University Press. The advocacy rights that were mirrored in the civil rights movement to the special education students today. I feel like the points that are similar are the ones where when they need help there are a lot of people willing to help and make what they desire possible, but on the other hand their are other groups that don't see allowing a good educational experience available for those with learning differences, and they almost just want to pass them through their education and not really being concerned with how much of an education they are obtaining. For the second question the Public Law 93- 112, this helped create equal access opportunities for students with learning disabilities such as speech or transportation disabilities and much more, I thought this was an important start because it would help build the foundation of accommodations for the disabled. The six principles of IDEA are, zero reject, nondiscriminatory evaluations, free appropriate public education, least restrictive environment, procedural due process, parental involvement. I feel like these principles apply very similarly in the musical classroom to any other classroom, of course some of the circumstances might be a little different just because of the subject and the bases of music, you might have to approach some of the ideas differently, but the subject should allow for students to be more expressive since music is an expressive subject. The next question is on the subject of the least restrictive environment in the music classroom. I can achieve this in the classroom by removing barriers and subjects that would restrict it to a particular groups, like a all men's choir piece, as that would take away the music experience from the women. I could also open up my ensembles to less common instruments that are easier to play, to allow students with less advanced compression of music can participate and still have a good musical experience. Another way I could create a healthy environment in the classroom would be opening up my students to more music based on culture so we can have a mutual understanding for how others perceive music and learn and experience it. This next question was a little confusing to me and I had trouble comprehending what it was particularly asking, I think it is important that general education classes take priority over things such as music because they help you develop more critical thinking and problem solving skills. I wouldn't be to upset about the situation stated in the book also because I know I can meet with them one on one and still give the student a great musical experience, If a student needed to miss class time for some remedial session then I can advocate, because as a music educator it is also my job to be flexible and work with the students and not agents them. For the last question I feel as a RTI member I could really apply myself as an educator and take in a lot from really working on the bare bones of a music experience to help a struggling individual understand what they can do as a musician. I would be able to present them with a whole lot of instruments and music types that they have never experienced before, because I would think if they are struggling in music their is a good chance they don't have a lot of experience with it.
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Brandon RhinehartHere I will be posting reflective essays and philosophical documents and other assignments Archives
December 2019
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