Description
Many practical books for music educators who work with special needs students focus on students' disabilities, rather than on the inclusive classroom more generally. In Including Everyone: Creating Music Classrooms Where All Children Learn, veteran teacher and pedagogue Judith Jellison offers a new approach that identifies broader principles of inclusive music instruction writ large. As she demonstrates in this aptly-titled book, the perceived impediments to successfully including the wide diversity of children in schools in meaningful music instruction often stem not from insurmountable obstacles but from a lack of imagination. How do teachers and parents create diverse musical communities in which all children develop skills, deepen understanding, and cultivate independence in a culture of accomplishment and joy?Including Everyone equips music teachers with five principles of effective instruction for mixed special needs / traditional settings that are applicable in both classroom and rehearsal rooms alike. These five guidelines lay out Jellison's argument for a new way to teach music that shifts attention away from thinking of children in terms of symptoms. The effective teacher, argues Jellison, will strive to offer a curriculum that will not only allow the child with a disability to be more successful, but will also apply to and improve instruction for typically developing students.In this compelling new book, Judith Jellison illustrates what it takes to imagine, create, and realize possibilities for all children in ways that inspire parents, teachers, and the children themselves to take part in collaborative music making. Her book helps readers recognize how this most central component of human culture is one that allows everyone to participate, learn, and grow. Jellison is a leader in her field, and the wealth of knowledge she makes available in this book is extensive and valuable. It should aid her peers and inspire a new generation of student teachers.
Table of Contents
PrefaceAcknowledgmentsChapter 1. Who's Here? OverviewDescribing, Grouping, and the Bell CurveDefinitions, Assessments, and AttitudesSchoolwide Services: An OverviewIDEASection 504RTIMusic CapabilitiesChapter 2. What's the Point? OverviewThe "Traditional" Music Program: Who Decides What and How to Teach?Facing the Good and Not So Good FactsAdult Participation and AttitudesStatus of Music EducationStudent Participation and AchievementRethinking Issues of "Stuff" and TimeMaking Changes with Ideas That WorkPrinciples of Transition and TransferSteps for Designing Meaningful Music ProgramsChapter 3. Where Do I Start?OverviewPrinciple 1. Culturally Normative Music Experiences and Socially Valued RolesTheory and Research: Quality of LifeApplications and Strategies: Quality of Life in Music ClassroomsPrinciple 2. Frequent, Positive, and Reciprocal Peer InteractionsTheory and Research: Social Ecology Influences LearningApplications and Strategies: Musical and Socialin a Climate of InclusionPrinciple 3. Fostering Self-DeterminationTheory and Research: The Concept of Self-DeterminationApplications and Strategies: Experiencing Autonomy, Competence, and Good FeelingsPrinciple 4. Collaboration and Coordinated EffortsTheory and Research: The Process of CollaborationApplications and Strategies: Getting Involved and Building RelationshipsChapter 4. Now What?OverviewUniversal Design: Architecture to EducationSignificant Changes in Curricular and Instructional PracticesA Model for Effective Inclusive Music ProgramsCreating a Quality Music Program and a Culture of Inclusion Gathering InformationPlanning and Implementing StrategiesThinking AheadAppendix A. Historical TimelineAppendix B. From Exclusion to InclusionAppendix C. IDEA: History, Premises, InterpretationsAppendix D. Significant Changes in Practices: 1970s to the PresentLearn More: Individual and Group ActivitiesNotesIndex
