This document discusses creating an inclusive music classroom that meets the needs of all students. It provides summaries of research articles on differentiating instruction for hearing impaired students and establishing an inclusive environment. The implications are that teachers should strive to include every student, seeking help from others and continuing to research adaptations like universal design principles to create multiple means of representation and engagement for diverse learners. Future research opportunities include developing more technologies to help teach hearing impaired students music.
This document discusses creating an inclusive music classroom that meets the needs of all students. It provides summaries of research articles on differentiating instruction for hearing impaired students and establishing an inclusive environment. The implications are that teachers should strive to include every student, seeking help from others and continuing to research adaptations like universal design principles to create multiple means of representation and engagement for diverse learners. Future research opportunities include developing more technologies to help teach hearing impaired students music.
This document discusses creating an inclusive music classroom that meets the needs of all students. It provides summaries of research articles on differentiating instruction for hearing impaired students and establishing an inclusive environment. The implications are that teachers should strive to include every student, seeking help from others and continuing to research adaptations like universal design principles to create multiple means of representation and engagement for diverse learners. Future research opportunities include developing more technologies to help teach hearing impaired students music.
This document discusses creating an inclusive music classroom that meets the needs of all students. It provides summaries of research articles on differentiating instruction for hearing impaired students and establishing an inclusive environment. The implications are that teachers should strive to include every student, seeking help from others and continuing to research adaptations like universal design principles to create multiple means of representation and engagement for diverse learners. Future research opportunities include developing more technologies to help teach hearing impaired students music.
Differentiating Music Learning: Creating Meaningful
Experiences And Establishing an Inclusive Classroom
Sophia Anzalone MUED 380, Fall 2018 Article Summaries: Rationale: 1. Burnard (2008): Building on students’ natural aesthetic The field of music education demands and challenges its response to music making through discovery learning and teachers to know how to provide an inclusive space for their intrinsic motivated activities is a useful strategy for students. How many, and what kind of resources are out there inclusion. for music educators? What does differentiating music learning 2. Darrow (1993): Musical activities enjoyed most by deaf look like for hearing-impaired students, specifically? Each individuals are singing/signing songs, listening to music, and student brings something unique to the classroom and interacts moving or dancing to music. However, many say music makes with the world in a different way and as an educator, it is crucial them feel stupid. to be prepared to meet and work with students who have 3. Darrow (2010): When used correctly, universal design has various ways of processing and sharing information. proven to be highly effective for teachers in promoting the Questions: learning of students and is a good starting point towards What are ways to create multiple means of representation inclusion in the classroom. for young learners to engage with musical concepts? 4. Hammel (2017): Different forms of assessments should be How might music educators develop an engaging and used by educators to meet the needs of various types of inclusive space for learners with differences? learners. 5. Hash (2003): Suggestions for teaching hearing impaired Implications for Practice: students include: seeking out help from outside sources, Teachers should strive to include every student in their teaching them a stringed instrument, and placing them in classroom, seeking out help from faculty members and the center of the first row of a classroom or ensemble. furthering their research. Adapting the following principles of 6. Maler (2013): Song signing is useful in creating a new universal design can aid inclusion: equitable use, flexibility in use, means of representation for hearing impaired students, simple and intuitive use, perceptible information, tolerance and exposing other students to deaf culture and getting rid of error, low physical effort, size and space for approach and use. the “othering” tendencies that students tend to have towards classmates who are different than them. 7. Mazur (2004): There are four types of special learners Future Research: There are many resources for developing an inclusive that educators may encounter: students with emotional and classroom, but few on how to better help hearing impaired intellectual challenges, visual impairments, hearing students, I found. That being said, I'm anxious to see the impairments and orthopedic impairments. development of more advanced technology that can be used 8. Nordlund (2006): There are four keys to classroom in the classroom to teach these students. management that should be expanded to address the inclusive classroom: attitude, communication, organization, and instructional planning.