Continuum of Services

1. Continuum of Services

2. Foundations of Inclusion Why Inclusion? • Human potential movement • General systems theory • Principle of Normalization • Self-determination movement

3. 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

4. Full Inclusion model • Reg. Ed. 100% • Music Ed. may consult with classroom teacher, special educator, music therapist, other professionals to develop appropriate instructional adaptations.

5. 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.

6. 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.

7. 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.

8. 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.

9. Nonacademic model • Student educated primarily in self-contained classroom • Joins music class with same aged peers

10. 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

11. 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

12. 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