LEARNERS WITH EXCEPTIONALITIES Christine Lapka, Chairperson
A Desire to Push Past the Comfort Zone
I would like to take this opportunity to introduce you to Billy Rueckert, a tubist with cerebral palsy. For years I have shared his story with music educators. All have been inspired by his willingness to overcome obstacles.
Like many of our students, Billy became interested in music when the junior high band visited his grade school. Like many students with disabilities, Billy was looking for his niche in school. When he heard the group making music together, he thought it was the most amazing thing and he wanted to be a part of the band.
Even though he used a walker to be mobile, he felt that with hard work, he could play an instrument. His parents were surprised but supportive and took him to instrument fitting night at the school. Billy wanted to play the trumpet but remembers braces making it difficult for him to form an embouchure. He tried trombone, but he was only 4’ 9’’ and his arm was not long enough to reach seventh position.
Band director, Tammy Roggen, was not sure if he would be able to hold an instrument. However, a past experience with her father’s ALS (Lou Gehrig’s Disease) “truly prepared her for teaching Billy.” Billy remembers her rolling out a tuba on a Tuba Tamer. It was comfort- able for him and he joined the band.
By all accounts, Billy is a hard working person who likes to overcome obstacles. He says that his parents fostered his determination. “My parents did not let my disability get in the way of living a normal life. Tey made sure that I went to therapy. I did not sit around and sulk about being disabled.” He was deter- mined to find a place in the world that was right for his abilities.
Band was that place and “he just kept going.” As his classmates were in marching band, his next task was to be
included there too. Miss Roggen went to work again and found a sousaphone, clamps, pillows and a chair that worked. She had never had a class in teaching students with disabilities, but her personal experiences shaped her pro- inclusion attitude. In addition, Billy’s family continued their support by get- ting the equipment on the field.
His story continues to be amazing. He attended a fine arts high school, received a college degree in tuba performance and is now working on a masters degree in performance from the prestigious Boston Conservatory.
He still needs someone to carry his tuba, owns his own Tuba Tamer, and finds it interesting when people, after seeing him, do not expect him to play the tuba. “Tey aren’t quite sure how it works, but it does.” Most importantly, Billy still loves a challenge. He has and is currently studying tuba with Kenneth Amis who, according to Billy, shares a desire to push students past their comfort zone.
During our talk, Billy could not say enough about his parents and important mentors. “I have the greatest parents; I have their support and love behind me 100 percent . . . Four teachers were integral parts of my music development.” In addition to Amis, Billy praised Tammy Roggen for a great start; Paul Destito who provided private lessons and helped with the all- state band audition; and Wayne Miller who challenged him like typical students. “If it wasn’t for them investing time and effort in me, I would not be doing what I am doing right now.”
Looking for his next challenge, Billy decided to try out for all-state band. Being selected was very exciting for him and a little startling for the judges. When Billy and his walker arrived at the chair auditions, they were surprised because the first round was completed by tape and because he was the first person with a disability to make the junior high all-state band. But he wasn’t just selected, he made eighth chair!
Te original story of Billy ended here with junior high. After years of think- ing about Tammy and Billy, I wondered what ever happened to this inspiring tuba player. With a little digging, I found Tammy who connected me with Billy.
Billy’s story covers the major premises of inclusion: collaboration, keeping an open mind, finding what the student can do, and having a student who is motivated to be in a “normal” school activity (Billy’s desire to find his niche). “I cannot be a football player or dive off a cliff, but I can live without doing either of those things. I am happy for what I can do.” Billy can play the tuba; his musical ability grew because everyone involved pushed past their comfort zone.
Phone interview, Billy Rueckert, August 18, 2011 Correspondence, Tammy Roggen, August 16, 2011
Minor, Emily. (February 4, 2003). Trumpeting Billy-Te tuba player who could. Palm Beach Post
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Illinois Music Educator | Volume 72 Number 1
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