Thanks to Laura we all have these great notes from the panel!!

Balancing Philosophical Perspectives on Teaching Typical Students vs. Those with Special needs
Panel: Mary Adamek, Denise D'Arca, Alice Hammel, Thomas Resnick, Edie Steiner, & Lalene Kay

Four philosophical foundations of teaching inclusion:
Human Potential -all people have a desire to develop in positive ways- equal rights and opportunities for all
General System Theory- Premise that the whole environment is involved in teaching children. We need to consider all aspects while teaching a child.
Principle of Normalization- Students with disabilities should have close as possible experiences as a typical student.
Self-Determination Movement- developing problem solving, self-esteem- promoting decision making for students(and parents)- should start as early in the child's life as possible

Barriers to Inclusion:
Organizational Barriers- Support from administration, classroom management, materials needed
Attitudinal Barriers- attitudes and beliefs towards theses students and including them into the music classroom
Knowledge Barriers- the skills and knowledge that teachers need to be as effective as possible

Try your best to make the inclusion strategies as typical as possible (ex- having one student use a spatula to play an autoharp while the other typical students are using their hands is not helping the student with physical disabilities have a typical experience)

True Inclusion can teach neuro-typical students to include/accept everyone

How to show administration that music is not just an 'entertainment'- collect data! Use/create task- analysis,

What is the appropriate balance of behavioral objectives and musical objectives-- Go back to the IEP- find the goals and relate them to music. Form a paradigm between the two.

Strategies for students in wheelchair- (these suggestions also apply for students who may or may not also have cognitive disabilities) SKOOG. Switches. SoundBeam (sold by SoundTree). Use of velcro and sticky tack so the instrument can stay where it needs to be and be easily assessable for them. Velcro gloves for those students who have trouble grasping things. Attach instrument on headband and put the headband on the part of the students body that has mobility. Use of desk bells
Remember what your goals are with these students, what do they need to be successful? Utilize other paraprofessionals (OTs, MTs, PT's, etc)
Go back to basics

Strategies for students who are nonverbal- capitalize on their ability to make any type of sound (not necessarily words). Learn each student's individual way of communication. Music is more primitive than speech. Use technology. Let student see themselves (mirror, video camera, etc) make music, sounds, movement, etc. Power of expression. Speak to them as much as possible- even though they may not have the ability to talk back. Just because they can't talk- doesn't mean they can't communicate or make music.

Looping Apps- Fruity Loops, Garage Band, Virtual DJ, Smule (video/sound beatbox program)

Universal design for learning(UDL)- if one person uses something, all students should use it.

Music example suggestions:
-Walt Ribero- Orchestral arrangements for current pop songs- compare songs
-Extraordinary- Mandy Moore- Good song to use for matching (five sounds in 'extraordinary'- she uses the word 5 times in the song)
-Gotta keep your head up- Andy Grammar- 4 chords
-SoundCloud-A way of sharing midi files
-"I will never say never"- gives social example to never give up- contains 7 sounds- 7 sounds could transfer to 7 days of the week- 7 seas- 7 continents
-Big Time Rush, Justin Beiber, One Direction, iCarly, KidBob CDs (Current popular artists with kids)
-Don't forget to go back to the oldies! (Beetles, the Monkeys, Beachboys, etc) Use music that has a valuable music experience.
-Create your own lyrics to beats of popular songs-keeping the chorus the same.

Strategies for assessment: Collect data from the beginning. Relate it to their IEP from the beginning. Try to evaluate something each day and don't make it a big deal- the students don't even know they are being 'graded.' Use self assessment, peer assessment, and small group assessment.

As a music educator remember your job is to work on music skills, which is what you know how to do! So remember always to go back to that.

Maybe KISS HIM GOODBYE? Journey's LOVIN, TOUCHING, SQUEEZING? HEY JUDE? I'm guessing.....

Bubbl is a revolutionary new way to discover and share media on the web. Bubbl automatically finds links, videos, music, and more that we know you will like and love, based on the things you already have. Bubbl also connects you to people with whom you truly share similar interests.

For your reference!

Sound Bible is a resource for finding and downloading free sound clips, sound effects, and sound bites. All of the sounds on Sound Bible are either public domain or labeled with a Creative Commons license. You can find sounds for use in podcasts, videos, slideshows, or other multimedia creations.

Mission Statement: To connect arts and other academic areas for a creative, holistic education. Coming in Summer of 2011 to Akron, Ohio: The theme for this program will be Exploring Music as the Language of our World. Students will explore music and literature from three diverse cultures.

Hi, Everyone!

To access the soundbites from songs presented at the Special Learners Academy, please visit www.soundcloud.com and sign up for a free account. By doing so we can share sound files throughout the school year and beyond! Soundcloud is FREE!!

Once you have established an account you can access either by searching for my name: Edie S. or by typing in the following URL: www.soundcloud.com/SLAcademy

Please be sure to listen to my new favorite artist, Elizaveta and her new song DREAMER. Be sure to listen to the version that was performed by an elementary school choir. It is LOVELY.