To best serve students with special needs in the music classroom there are many considerations that administrators should keep in mind to best serve not only the students but also the teachers in their buildings. Some of these considerations include the expectations of all the parties involved, getting the student in the best possible situation to be successful, and giving each teacher and support team the time needed to best prepare the most rewarding experience for the student.
One of the first discussions that needs to take place between the administrator and teacher is about expectations. What are the principal’s expectations? What are the music teacher’s expectations? What are the special education team’s expectations? And, what are the expectations of the parents of the student(s) involved? Will the student be expected to perform with peers? Is the student being involved for more social reasons than for music learning? Communication about these issues is key and will help alleviate misunderstandings later down the road. These conversations need to keep happening as the student gets older and progresses through the program. At the upper grades there is a greater emphasis on the performance side with rated festivals, so this is something to keep in mind.
Another vital piece of the puzzle when it comes to expectations is the student’s Individualized Education Plan (IEP). Every year at our state music conference, the number one concern expressed by music teachers in our special needs sessions is that music teachers often do not have access to student IEPs. This document is vital to helping ensure student success. The IEP also can have provisions added to provide student support outside of the regular classroom for performances and other activities which might occur in connection with the student’s participation in music. The IEP must be shared with the music educator who is working with special needs students in their classroom. The music teacher should also be invited and should attend meetings concerning the drafting of the IEP to help set up a framework for success.
One of the biggest factors to be discussed at the IEP meeting is whether the students will be best served by inclusion in the mainstream music classroom or if they would be better served in a more self-contained setting. Sometimes the physical features of the room can affect this decision. If a music room is tiered it can be difficult for a student confined to a wheelchair to have access to all areas of the mainstream classroom. On the other hand, mainstream inclusion can provide for peer tutoring opportunities and relationship building within the school community.
One of the biggest factors in this endeavor is time. The student’s team needs time to communicate and discuss the factors that will help the student be successful. This includes paraprofessionals, occupational therapists, physical therapists, speech therapists, as well as the SPED team and music teacher. Creating manipulatives, modifying instruments, and any other prep work that needs to be done in advance may need research and the expertise of other professionals.
For the music teachers themselves, it is important to remember that many have not had specific training in the area of special needs. Lesson planning and modification may take a little bit longer. Music educators take the same exceptional child class in undergraduate training the all education majors are required to take. However, most of the examples and case studies in those classes are not from the music education perspective so some extra training may be required.
Music is an area of the curriculum where all students can be successful. From the gifted child to the student who is non-communicative, music reaches them and can have a positive influence in their lives. It can build positive relationships in the school by the connections music can create. Administrators can help foster these positive relationships by giving their staff time and resources, and leading the discussion about how to best serve special needs students.
