The music classroom is a unique, in the way that it is capable of encompassing all spectrums of learning capabilities. The music classroom is open to students with special needs, ranging from mild to moderate, to gifted students and everything in between. In order to have involvement and learning from all students, it is crucial that the music educator use as many different tools and approaches as possible to deliver knowledge to students.
Students with special needs can be apart of the music program in many ways, they can be in the instrumental ensemble, and play a simplified part, or can be paired with an older student to give them the individual attention they need. Another inclusive way to get students with special needs involved is to create their own ensemble. This can be a very rewarding project for your whole program, you can not only provide a creative outlet for your students with special needs, but also for your more advanced students to help you out and gain invaluable insight and experience working with special needs students.
Artifact:
Chapter 6 of Hourigan Book (A PDF of Chapter 6 of Dr. Ryan Hourigan and Alice Hammel's "Teaching Music to Students with Special Needs")
Rationale: I have put this PDF of Dr. Hourigan's book here because the chapter goes into detail of suggested curriculum and assessments for students with special needs. I put this here because it provides options and ideas for the music educator to take into mind while planning lessons and curriculum. It also allows for the music educator to be able to keep the students with special needs involved with the other students in the classroom, even while they have their own curriculum and assessment.
Artifact:
Chapter 7 of Hourigan Book (Summary and Reaction to Chapter 7 of Dr. Ryan Hourigan and Alice Hammel's "Teaching Music to Students with Special Needs")
Rationale: The above summary and reaction comes from the same book as the Chapter 6 excerpt in the first artifact. In Chapter 7, the idea of students with special needs is a performing ensemble. The chapter talks of the set backs that are usually given to special needs students and what the music educator can put into action to help those students be successful in the performance ensemble. This summary and reaction show that I am aware that each student is different that the other based off the learning abilities and personalities, and I am aware of the different approaches to teaching students of different abilities and personalities to be successful.