Teaching Music to Students with Disabilities (Abilities) · PDF fileChristine Lapka - Western...

ChristineLapka-WesternIllinoisUniversity�

Friend,M.,&Bursuck,W.(�999).Including students with special needs: A practical guide for classroom teachers (2nded.).(Short,R.,&Reilly,A.,Eds.).NeedhamHeights,MA:AllynandBacon.

Friend,M.,&Cook,L.(�996).Interactions:Collaborationskillsforschoolprofessionals(2nded.).WhitePlains,NY:Longman.

Janney,R.,&Snell,M.(2004).Modifyingschoolwork(2nded).Baltimore,MD:BrookesPublishingCo.

Lapka,C.(2006).StudentswithDisabilitiesinaHighSchoolBand:“WeCanDoIt!”MusicEducatorsJournal,92(4),54.

McDonnell,J.&Fister,S.(200�).Supportingtheinclusionofstudentswithmoderateandseveredisabilitiesinjuniorhighschoolgeneraleducationclasses:Theeffectsofclasswidepeertutoring,multi-elementcurriculum,andaccommodations.EducationandTreatmentofChildren,24,�4�-�60.

Switlick, D. M. (1997). Curriculum modifications and adaptations. In D. F. Bradley, M. E King-Sears, & D. M. Tes-sier-Switlick(Eds.),Teachingstudentsininclusivesettings:Fromtheorytopractice.(pp.225-25�).Boston:Allyn&Bacon.

Ysseldyke,J.,Thurlow,M.,Bielinski,J.,House,A.,Moody,M.,&Haigh,J.(200�).Therelationshipbetweenin-structionalassessmentaccommodationsinaninclusivestateaccountabilitysystem.JournalofLearningDisabilities,34,2�2-220.

BillyRueckertis�3yearsold.Andhelikestoprovepeoplewrong…Billyhascerebralpalsy,andhewasbarely�0whenhepeekedintothebandroom…andinformedMissRoggenhe’dliketolearntoplayaninstrument.Anything.Hewasn’tpicky.”

Irememberhimcomingthroughthatdoorwithhiswalker,”saysTammyRoggen,theschool’sbanddirec-torsinceitopened�2yearsago.“AndI’mthinking,‘WhatinstrumentamIgoingtoputhimon?’Itwasachallengebecausehecouldn’tholdanything.”Andthat’showBillycametoplaythetuba.

He learned sitting down, elevated by pillows, the tuba held up with a special brace, using his three fingers that worked best. “His feet wouldn’t even touch the floor when he first started,” says Roggen. “I was like, ‘Howishegoingtosurvive?’Buthejustkepttrying.”

Billystartedinthesixth-gradebandandmoveduptoconcertband.Byeighthgrade,he’dmovedontosymphonicband—thechoicestbandattheschool.Butthiswasn’tenoughforBilly.

HetoldMissRoggenhewantedtojoin(marchingband)…Notonetodiscourage,shefoundachairwithspecial clamps and suited him up with a sousaphone… “We would carry it on the field and carry Bill out, andwehadtoputcushionsonthechair…Thenweputthesousaphoneon,thenwehadtocarryoutthemusicstand.”

“Youshouldhaveseenit,”saysBilly’smother.“ItwasliketheBeverlyHillbillies.Weallhadsomethingtocarry.”

“Hedidn’tcare,”saysRoggen.“Hewasoutthereplayingwiththeotherkids.”

ButBillyRueckertwasnotdone.ThisfallhetriedoutforAll-StateBand.”

References

Billy’sStory

Teaching Music to Students with Disabilities (Abilities)September�6,20��,ChristineLapka

ChristineLapka-WesternIllinoisUniversity2

It’sabiddeal,saysRoggen.“Inevermadeall-state.”

Billygothis tryoutnumber,didhis tape,submittedhismusicanonymouslytothejudgeslikeeveryoneelse.

Nowhereontheauditionpaperworkdiditmentionthathecan’twriteorwalkaloneorkickaball…TurnsoutbillyRueckert,age�3,isoneofthebestmiddle-schooltubaplayersinFlorida.Infact,he’sNo.8.

“Itjustblowsmymind,”Roggensays.“It’ssuchaninspiration.”

…Think about him on the field, playing away, happy as can be, the other kids marching around him.

ThinkofhimwowingthecrowdatAll-StateBand…

Thinkoftheeffortittakesforhimtodressforschool,gettoclass,scratchanitch.ThinkofBillyRueckert,andhowhenevergivesup.EmilyJ.Minor,Palm Beach Post, February4,2003.1. Mentors TakingariskAskingforequipment-writingtechgrantsDevelopingnewwaysofplayingCommissioningmusicforMulti-Tieredinstructioni.e.http://russnewbury.com/Music_Categories/Concert_Band.htmRaisingmoneyLearningaboutabilities(disabilities)TimetomakealterationsFindinghelp-Ican’tdothisalone-see#2

2. Collaborate GET HELP!

Sharingideas/listening

ParentsSpecialEducationTeachersPrivatelessonsorneededequipmentaspartoftheIndividualEducationPlanor504Plan SpecialEducationAreaTalkwiththestudentTeamteachingProgramAssistants-educateprogramassistantsinmusic(learntoplayorsingalongwiththestudent)ArrangersAdultswhowanttostayinvolvedinmusic(formerstudents)

Accommodationsrefertotheuseofanaltereddeliveryofinstructionthatdoesnotsig-nificantly change the content or the conceptual difficulty of the curriculum (Switlick, 1997; Ysseldyke, Thurlow,Bielinski,House,Moody,&Haigh,200�).Or,accommodationscanbeachangeinthetestorinthetestingenvironmentintendedtoremovetheeffectofadisabilityfromastudent’sperformanceonan assessment (Ysseldyke et al. 2001). Modified instruction could include: using materials and devices,

Fundamentals

3. Accommodate

ChristineLapka-WesternIllinoisUniversity3

adaptingskillsequences,usingpersonalassistance,adaptingrules,oradaptingtheenvironment(Switlick,1997). For testing situations, timing (increased time) and format modifications (e.g., Braille or audiocas-setteeditions,large-printtests,giveresponseinsignlanguage,markresponsesinatestbooklet)werelistedaccommodations(Thurlow,Hurley,Spicuzza,&ElSawaf,�996).

Changewhattheylookat... “EarleofOxford’sMarche”

Texture—classroomenvironment Lighting ...changewhattheyfeel(read) Visualenvironment(roomdecorations) Seating Auditoryenvironment Physicalarrangementoftheroom Entrance/exitplanforstudentsTempo-pacingintheclassroom Orderofthelessonplan Attentionspanofthegroup Movementbreaks HomogeneousorheterogeneousgroupskillsDynamics-presentationandteachingtechniques Amountofinformation Pictureschedules Modeling Braillemusichttp://www.dancingdots.com/main/index.htm Wholebodyinvolvement Differentsensorystimuli(i.e.visual,kinesthetic,aural)

Instructional Accommodationscommoninmusiceducation Instrument Stands...or find a clever instrument repair personTimeMemoryaspartoftheCurriculum?ChunkingMnemonicsCues-startstopplayUseofColorCodedcountingHighlightmarkersforrepeatsignsHighschoolbandwithprogramassistantParentvolunteerCrossagetutors(HSassistingelementaryschool)PostRehearsalorderonboardUsepeerleaders(sectionleaders) Private lessons - intensified instructionModeling Visual, Aural, KinestheticRepetitionHandsonLearningRepetitionEnlargemusic

WordBanksFill-insBooksonTapeCopyofTeacher’sNotesPreferentialSeatingKeyboard OralResponsesReadingdirectionsaloudReadingquestionsaloudProgramassistantsEliminatedChoicesforMultipleChoiceTests

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FocusonwhatthestudentCANDOPerhapstheyplaypartofthepieceSingpartofthesongSingsomeofthesongsPerhapsyoudowhatgeneralmusicteachersdoallthetime…Modified or Adapted Music CurriculumImprovisation-Sing/Playonlybyear Simplified music Basic KnowledgeTeachingmultipleconceptsinalesson-DifferentiatedInstruction Define individual goals for students

Whenthecurriculumisaltered,educatorsreferthechangeincontentorthe conceptual difficulty of the material as a “modification” (Ysseldyke et al. 2001), an “adaptation” (Switlick, 1997), a “modified curricular expectation” (Friend & Bursuck 1999). Some examples of modi-fications might be selecting one or two basic concepts from a unit of study or to change the activity that is usedtoreachtheoutcome.Somestudentsreadtonicsolfaandhandsignswhileadifferentstudentlabelslineandspacenotes.Hireacustomarrangeri.e.http://russnewbury.com/Music_Categories/Concert_Band.htm

Doeseveryonehavetoreadnotation?Islearningbyearacceptableforsomestudents?Iscontestandcompetitionnecessary?Isthereanoptionbeyondband,choir,andorchestra?Aresomeinstruments/voicepartseasierthanothers?DoeseveryonehavetoperformatthesameleveltoreceiveanA(TieredInstruction)?Doweneedlettergrades?

5.RecruitingandEducatinganOutstandingPeerTutor

IdentifyclassroomdemandsNotestudentstrengthsCheckforpotentialsuccessesLookforpotentialproblemsUseinformationgatheredtobrainstorminstructionaladaptationsDecideonAdaptationsEvaluatestudentprogressFriend,M.,&Bursuck,W.(�999).Includingstudentswithspecialneeds:Apracticalguideforclassroomteachers(2nded.).(Short,R.,&Reilly,A.,Eds.).NeedhamHeights,MA:AllynandBacon

Billywas��yearsoldwhenheattendedWatsonB.DuncanMiddleSchool.TheJuniorHighBandplayedat the elementary orientation. “I loved the sound of the band; there was nothing like it. I was looking for mynichesoIjoinedband.(Iwasn’tgoingtobeonthebasketballteam.)Myparentsweresurprisedandofcoursesupportive.”

With his parents he went to his band instrument fitting. His first choice was the trumpet because he loved thesound.But,atthetimehehadbracesand“myfacialformationneededsomethingwithalargemouth-piece.”Wetriedthetrombonebut“myarmwastooshorttoreach7thposition.I’mstillasmallguy,butat the time I was only 4 feet 5 inches. Then Ms Roggen rolled out a tuba; I played it and the tuba was a comfortable fit...I used a stand called a Tuba Tamer and I currently have one myself.”

“Thereisalotmoretomusicthanyoumaythink.Beingapartofamusicalensembleisdifferentthananyexperienceyouwillhave.Beingapartofagroupandbeingabletomakemusictogetherasoneunitisthemostamazingthing.

4.Modified or Adapted

Curriculum

INCLUDE

Why Billy Joined Band

Billy’s StoryPart II