An approach to planning and teaching that emphasizes individual success in music could begin to provide the necessary social antidotes to inappropriate mainstreaming situations. Such an approach is discussed. (RM)

Urges music educators' involvement in placement decisions for exceptional students in order to avoid poor placements and to enable all learners to experience musical success. Explains that educators need to understand applications of current law to teaching situations. Describes instructional strategies and aids and services that will ensure music…

One way to counter drop-out rates in music programs is to teach all young children how to sing. A first step is to teach children how to differentiate their individual voice registers. They should then be taught to recognize and remember melodies, and appropriate song materials should be selected. (CS)

There are three steps a music teacher should take on receipt of an overly general memo about an exceptional student: (1) obtain information; (2) observe the student; and (3) translate observations into instructional solutions. (RM)

Emphasizes that music educators need to learn the terminology of the gifted and talented programs in order to be recognized as one source of such programs. Explains terminology such as enrichment, acceleration, differentiated curriculum, and the use of these terms in curriculum development. (SLM)