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This document explores the foundational concepts of inclusion within music education, addressing the continuum of services available to students with diverse needs. It highlights various models such as full inclusion, collaborative support, social mainstreaming, and specialized instructional approaches. It emphasizes the importance of adapting music education to ensure participation and social development for students with disabilities. With insights on working collaboratively with educators and therapists, it aims to foster an inclusive and supportive environment for all learners.
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Foundations of Inclusion Why Inclusion? • Human potential movement • General systems theory • Principle of Normalization • Self-determination movement
Continuum • Full Inclusion model • Collaborative/supportive model • Social mainstreaming • Home class model • Resource room pull-out model • Nonacademic model • Mainstreamed model • Self-contained model • Other options
Full Inclusion model • Reg. Ed. 100% • Music Ed. may consult with classroom teacher, special educator, music therapist, other professionals to develop appropriate instructional adaptations.
Collaborative/supported instruction model • Gen Ed. and Spec. Ed. teachers work together to meet instructional needs. • Option of team teaching • Music Ed. may consult with classroom teacher, special educator, music therapist, other professionals to develop appropriate instructional adaptations.
Social Mainstreaming • Students with severe disabilities included in reg. classroom for social development • Student is not expected to meet curricular demands of the typical students • Attends Music class with same age peers. • Mus. Ed. makes adaptations to include student in music experiences.
Home Class model • Student begins and ends day with reg. ed. peers, but attends special programming for the remainder of the day. • Mus Ed. provides age and ability appropriate music experiences. • Student may attend Music programming with reg. ed. peers OR have music in self-contained setting.
Resource Room Pull-out model • Student is educated in gen ed. classroom. • Spec. Ed. professionals pull student out for individualized services (speech tx, physical tx, music tx…) • Student attends music classes with regular classroom peers.
Nonacademic model • Student educated primarily in self-contained classroom • Joins music class with same aged peers
Mainstream model • Student participates in selected gen. ed. classes with same aged peers- such as art, music, & phys. ed. • Student is expected to maintain appropriate performance levels and behaviors. • Mus Ed. addresses objectives found on IEP and should consult for adaptation ideas
Self-contained model • Student is educated in spec. ed. classroom for entire day. • Mus. Ed. often asked to provide age and ability appropriate music experiences for entire spec. ed. class • Focus of music is Music learning
Other Options • Separate schools for specific types of disabilities • Residential facility • Homebound or Hospital placement • Music therapist provides individualized treatment in 1:1 and group settings. • Music learning may be an aspect of treatment goals
