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Book Cover
Book
Author Hammel, Alice, author.

Title Teaching music to students with special needs : a label-free approach / by Alice Hammel and Ryan M. Hourigan.

Publication Info. New York, NY : Oxford University Press, [2017]
©2017

Copies

Location Call No. Status
 GDL Brand Library Non-Fiction    371.9044 HAM 2017    DUE 07-29-20
1 copy being processed for GDL Brand Library Non-Fiction.
Edition Second edition.
Description xxvii, 275 pages : illustrations ; 24 cm
text txt rdacontent
unmediated n rdamedia
volume nc rdacarrier
Bibliography Includes bibliographical references (pages 245-255) and index.
Contents Pt. I THE CURRENT LANDSCAPE OF THE SPECIAL EDUCATION SYSTEM IN THE UNITED STATES -- ch. 1 Public School Education within a Democracy: An Equal Opportunity for All Students -- Unequal Opportunity -- A Brief Look at Special Education in the 21st Century -- Funding of Special Education: A Demographic Snapshot of Support -- Family Challenges and Children with Disabilities -- Teaching Music in the 21st Century: A Label-Free Approach to Teaching Music to Students with Special Needs -- Cognition -- Communication -- Receptive and Expressive Language 17 Language and Culture 17 Behavioral Challenges -- Emotional Challenges -- Sensory Needs -- Physical and Medical Conditions -- Conclusion -- Discussion Questions -- ch. 2 The Current Structure of Special Education in Our Schools: A Brief History of Legislation and Litigation in the United States -- Keystone Legislation and Educating Students with Special Needs -- Public Law 94 -- 142 -- Legislative History on Behalf of Students Who Are Intellectually Gifted -- The Jacob K. Javits Gifted and Talented Students Education Act -- More Recent Legislation and Litigation Regarding Students with Special Needs -- IDEA and Early Intervention -- The Six Principles of IDEA: Implications for Music Educators -- Zero Reject -- Nondiscriminatory Evaluation -- Free and Appropriate Education -- Least Restrictive Environment -- Procedural Due Process and Parental Involvement -- The Americans with Disabilities Act -- Responsiveness to Intervention -- The Effect of the No Child Left Behind Act on Special Education -- Race to the Top -- The Every Student Succeeds Act (2015) -- Common Core State Standards (2010) -- Applications and Considerations for Music Educators -- Discussion Questions -- pt. II PREPARING TO TEACH MUSIC TO STUDENTS WITH SPECIAL NEEDS -- ch. 3 Preparing to Teach: Fieldwork and Engagement Opportunities in Special Education for Preservice and In-Service Music Educators -- Becoming Acquainted Through Observation, Assisting, Discussion, and Planning -- Types of Fieldwork Opportunities in Special Education for Preservice and In-Service Music Educators -- Fieldwork in Self-Contained Classrooms -- Fieldwork Resource Rooms -- Fieldwork in Inclusive Classrooms -- Fieldwork in Summer Enrichment Programs -- Fieldwork in Specific Therapy Environments -- Music Therapy and Music Education -- Creating Fieldwork Experiences with Students with Special Needs for Preservice Music Educators -- Conclusion -- Discussion Questions -- ch. 4 A Resourceful and Pedagogical Approach to Teaching Students with Special Needs -- Participation in the Process and Gathering Support -- Speaking with Special Education Professionals and Staff -- Parent Partnerships -- Individualized Education Programs and 504 Plans -- Transition Plans -- 504 Plans -- Attending the IEP or 504 Meetings -- Understanding Adaptations, Accommodations, and Modifications -- Incorporating the Six Domains Into Classroom Accommodations -- Teaching Music to Students with Cognitive Challenges -- Teaching Music to Students with Communication Challenges -- Teaching Music to Students with Behavioral Challenges -- Teaching Music to Students with Emotional Challenges -- Teaching Music to Students with Sensory Challenges -- Teaching Music to Students with Physical and Medical Conditions -- Putting It All Together -- Discussion Questions -- pt. III PRACTICAL CLASSROOM ADAPTATIONS, MODIFICATIONS, AND ASSESSMENT TECHNIQUES FOR TEACHING STUDENTS WITH SPECIAL NEEDS IN THE MUSIC CLASSROOM -- ch. 5 Developing a Student-Centered and Inclusive Music Classroom -- Classroom Management and Students with Special Needs: Four Important Considerations -- Close Supervision and Monitoring -- Classroom Rules -- Opportunities to Respond -- Contingent Praise -- Initial Preparation and Planning -- Continued Communication -- Physical Arrangement -- Parents and Classroom Behavior -- Anxiety -- Moderate Intervention Plans -- Schoof-Wide Positive Behavior Support Systems -- The Socialization of Students with Special Needs -- Theoretical Framework for Socialization and Inclusion -- Caring: A Feminine Approach to Ethics and Moral Education -- Social Identity Processes in Organization Contexts -- Risks (Lessons Learned From Vygotsky) -- Practical Strategies for Music Educators -- Be Aware of the Social Environment in Your School -- Synergy -- A Moral/Ethical Code -- Be Proactive in Your Approach to Socialization -- Conclusion: Critical Issues for Students with Special Needs -- Discussion Questions -- ch. 6 Curriculum and Assessment for Students with Special Needs -- Fundamentals of Curriculum Design and Students with Special Needs (A Quick Review) -- Constructivism as a Curricular Model to Assist with Inclusion -- Four Primary Teaching Practices to Consider When Teaching Students with Disabilities in a Modified or Adapted Curriculum -- Modality -- Pacing -- Size -- Color -- Curricular Modifications in Music Education for Students with Disabilities -- Incorporating Important Elements of Music Therapy Into the Music Education Curriculum (Contributed by Amy M. Hourigan, MT-BC) -- Creating -- Performing -- Responding -- Connecting -- Assessment and Students with Special Needs -- Measurement, Assessment, and Evaluation for Students with Disabilities -- Formative Assessments for Students with Special Needs -- Establishing a Baseline of Understanding -- Elementary -- Beginning Band -- Beginning Choir -- Beginning Orchestra -- Secondary Instrumental -- Secondary Choral Music -- Writing Clear, Obtainable Objectives for Students with Special Needs -- Seventh-Grade Choir -- Assessing Nonmusical Goals -- High School Orchestra -- Alternative Assessments for Students with Special Needs -- Summative Assessments and Students with Special Needs -- Conclusion -- Discussion Questions -- ch. 7 Teaching Strategies for Performers with Special Needs -- The Hidden Curriculum in Traditional Performing Ensembles (Equal Access) -- Participating in the Special Education Process -- Understanding the Disability (Seeking Resources) -- Adaptation of Instruction for Performers with Special Needs -- The Use of Technology -- Large Group Performing Ensembles: Are They the Appropriate Placement for Students with Special Needs? -- Meaningful participation -- Alternative Models of Performance for Students with Exceptionalities -- Conclusion -- Discussion Questions -- ch. 8 Teaching Music to Students Who Are Intellectually Gifted -- Intellectual Giftedness in the Music Classroom -- Understanding the Spectrum of Special Needs (Gifted and Talented) -- A Brief Background of How Students Are Identified as "Gifted" -- The Current Identification Process -- Individual IQ Testing and Other Identification Practices -- Categories of Giftedness -- Highly/Profoundly Gifted -- A Discussion of Variant Needs and Services Provided to Students with Special Needs -- Elitism Versus Egalitarianism -- Characteristics of Students Who Are Gifted -- Behavior -- Learning -- Creativity -- Emotion -- General Intellectual Ability -- Specific Academic Aptitude -- Instructional Delivery/Pacing/Process/Modifications -- Grouping Options -- Teacher Characteristics That Are Successful When Teaching Students Who Are Gifted -- Twice Exceptional -- Including a reprint of: Hammel, A. M. (2016). Twice exceptional. InD. V Blair SfK. A. McCord (Eds.), Exceptional music pedagogy for children with exceptionalities: International perspectives. New York, NY: Oxford University Press -- Putting It All Together -- Conclusion -- Discussion Questions -- pt. IV RESOURCES FOR MUSIC EDUCATORS -- ch. 9 Resources for Music Teachers and Music Teacher Educators Regarding Teaching Students with Special Needs -- Section 1 Internet Resources -- Internet Resources Pertaining to Persons with Autism -- Internet Resources Pertaining to Students with Sensory Challenges -- Specific Visual Impairment Internet Resources -- Specific Hearing Impairment Internet Resources -- Internet Resources Pertaining to Persons with Developmental Delays -- Internet Resources Pertaining to Persons with Emotional Disturbances -- Internet Resources Pertaining to Persons with Cognitive Disabilities -- Multiple Impairment Internet Resources -- Internet Resources for Children with Physical Disabilities -- Internet Resources for Persons or Students with Chronic Medical Conditions -- Internet Resources for Students with Specific Learning Disabilities -- Speech and Language Impairment Internet Resources -- Internet Resources Pertaining to Persons with Traumatic Brain Injury -- Section 2 Print Resources for Music Teachers and Music Teacher Educators -- Selected Research within Music Education Pertaining to Students with Special Needs -- Dissertations within Music Education -- Selected Research within General Education -- Books within Music Therapy and Music Education -- Selected Books within General Education -- Practitioner Articles within Music Education.
Subject Music -- Instruction and study.
Children with disabilities -- Education.
Added Author Hourigan, Ryan M, author.
ISBN 9780190654689 hardcover alkaline paper
0190654686
9780190654696 paperback alkaline paper
0190654694

 
    
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