Maureen Butler
Special
mbutler@mtlakes.org
973-299-0166 x361
Learners
Helping All Students Succeed In Music Class
his peers, so we’ll put him in a regular edu- motor coordination and balance issues. The
T
oday’s music teachers are faced
with increasing diversity
cation setting for music” when it’s not an locomotor activities that are part of the ele-
among our students, including
appropriate setting? Yet, I believe that, as mentary music curriculum allow children
a growing number with special needs. A
musicians, we are in a unique position to to practice and develop these necessary
student’s placement in the regular educa-
adapt lessons for our students. After all, we skills within a musical context.
tion classroom occurs for several reasons. It
are constantly adapting and modifying; we Perhaps most significantly, our stu-
might be due to the family’s desire to pro-
modulate, improvise, change fingerings, dents’ self-concept can improve dramatical-
vide the student with peers in their neigh-
change bowings, add harmonies, and write ly as they participate in activities in which
borhood community. It may be that the dis-
out new parts. More than other teachers, they can be successful and as they share pos-
trict wants to provide the least restrictive
we’re constantly listening, observing, ana- itively in group achievement. As teachers,
environment for the child. In the current
lyzing and altering as needed to attain our we can’t hope for more!
economic crisis, the placement may reflect a
desired goal. Our creativity enables us to Whether you are called upon to teach a
district’s budget constraints, since out-of-
differentiate our instruction to reflect the self-contained class of students with special
district education can cost tens-of-
varying abilities of our students. Our job needs, or to include a student with special
thousands of dollars per student. Ideally, the
will be easier, and probably more rewarding, needs in your class, a good first step is to
decision to place the student in the regular
once we extend that mindset to the special learn as much as you can about your stu-
classroom will be based on the student’s
needs student. dents and their disabilities. As a teacher, it is
abilities and needs, with necessary accom-
Even though you might feel that you within your rights to view the IEP docu-
modations and modifications as outlined in
can’t squeeze any more into your schedule, ments of all your students. This legal agree-
his or her Individualized Education
it’s important to realize how much the spe- ment will contain information about the
Program (IEP.)
cial needs student will benefit. For many student’s disability, the reasons for place-
Even in the ideal situation, we may
(not all) of these students, music is some- ment in a special education environment,
wonder how to successfully include these
thing they can appreciate and do well. You and any mandated accommodations, modi-
students with special needs in our music
may be surprised to learn that many of the fications and support personnel. Other
classes. We are already busy with activities
activities typically found in the elementary good sources of information include the
that go beyond lesson planning and class-
music class benefit students in ways you special education teacher, the classroom
room instruction: selection and preparation
may not realize. For example, singing in a teacher, the case manager, and if possible,
of music for concerts; extra morning and
group gives students opportunities to grow the student’s parents. Occupational and
afternoon rehearsals; instrument repair;
in such social skills as self-expression, com- physical therapists can offer valuable insight
evening programs; regional, county and
munication, and group cooperation. into students whose neurological, perceptu-
state auditions and festivals; the list can go
Singing games, dances and playing rhythm al or physical constraints are affecting their
on and on. We may wonder how we can
instruments foster growth in following ability to play an instrument. You may also
find the time to meet the special student’s
directions, focusing on a task, taking turns, wish (if time permits) to observe the child
needs while continuing the music education
and sharing- all important behavioral skills. in their classroom setting, or to meet with
of all our students.
We may take for granted the average the child individually.
During my presentations to music
child’s ability to pick up a mallet and strike As teachers, we sometimes need to
teachers around the state and region, I’ve
an instrument. However, this can represent advocate for our students to ensure they are
been moved by my colleagues’ desire to
a challenge for students with fine motor receiving the services they deserve. For
reach all their students, and their willing-
issues or those with difficulty crossing the example, if the IEP states that a student
ness to learn how to adapt their curriculum.
midline of their bodies. In both instances requires a personal paraprofessional or sign
I’ve also become aware of the frustration
the motivation to play an instrument gives language interpreter in all classes, but we are
that we all feel when faced with difficult sit-
the student the opportunity to develop told one is not needed in music class, or
uations, such an inappropriate placements
these critical areas. Young children typically “it’s his break time,” then we need to speak
or insufficient support. How many of us
love to dance, march, and move about, but up on behalf of the student…and ourselves.
have heard, “Johnny needs to socialize with
some of our students struggle with large
TEMPO 32 MAY 2009
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