• Proximity to instructor for children with attention, hearing, visual, and other impairments.


•


Amplification of teacher’s voice for children with attention, hearing, and other impairments.


• Use of adapted instruments or more appropriate instruments for students with fine and /or gross motor needs.


• Planning for the needs of students who use mobil- ity devices such as wheelchairs when we do move- ment activities [sitting out and watching is not an acceptable modification].


Reference Hourigan, R. (2015).


Understanding music and universal


design for learning: Strategies for students with learn- ing differences in the 21st century. In Conway, C. M., Ed. Musicianship-Focused Curriculum and Assess- ment. Chicago: GIA.


Dr. Karen Salvador is an Assistant Professor of Music at the University of Michigan-Flint where she coordinates the Music Teacher’s Certificate Program, teaches courses in music educa- tion to both music majors and education majors and supervises teacher candidates. Salvador’s research pertains to inclusive practices, differentiation of in- struction, and social justice in early childhood and school mu-


sic programs. She serves as facilitator for the Society for Mu- sic Teacher Education’s ASPA on Cultural Diversity and Social Justice, and is president-elect of the Michigan Music Education Association.


Image used with permission from “Interaction Institute for Social Change (interactioninstitute.org) | Artist: Angus Maguire”


(madewithangus.com)


In the first image, the individuals with different needs receive the same supports. This “equal” treatment re- sults in a lack of access for some. In the second image, individuals are supported according to their individual needs with the result that each can participate in the activity--in this case, observing the game. This is equi- table treatment.


With all of this in mind, one of the most important things we can do to create an inclusive setting is to explicitly state and reiterate that we are all musical. Music is something we can all learn. We are here in music class to learn to be better singers and movers and players and improvisors and song- writers. As your teacher, I will meet each of you where you are and work with you. We will support each other and cel- ebrate growth. In music, we try things, sometimes we make mistakes, and that’s OK because that’s how we learn. We know we are all in different places for different skills, and that’s normal, cool, something to enjoy. Research consis- tently indicates that a teacher’s disposition regarding inclu- sion of students is the best predictor of successful inclusive instruction. With a mindset focused on individual musical growth, we can find ways to help all of our students, includ- ing those with identified disabilities, make progress in music class.


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for their generous sponsorship of numerous MMEA events, including:


• General Music Fall Workshop • Collegiate Conference


• Young Singers Choral Workshops • Elementary Honors Choir


• MMEA Board Meeting Luncheons


Please visit their website: www.jwpepper.com


MMEA wishes to thank JWPepper & Son, Inc.


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