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ERIC Number: ED304840
Record Type: RIE
Publication Date: 1988
Pages: 18
Abstractor: N/A
Reference Count: N/A
Music. Chapter Twelve.
Gfeller, Kate
The music skill capabilities and deficiencies of students with mild mental disabilities, and general accommodations necessary for successful participation are discussed. Potential growth in music education is sometimes hampered by educators who underestimate the academic skills required within the typical music class and educators who underestimate the musical sensibilities of the students. In determining necessary adaptations for successful participation of students with mental disabilities, educators should consider four types of behavior: mental activity, communication skills (including active listening and singing), motor skills, and social/behavioral skills. Best instructional practices must take into consideration students' limitations in each of these behavior areas. Strategies include: selecting developmentally appropriate materials; adequately modeling the desired task outcome; allowing additional rehearsal time; playing selections at a slower tempo; selecting songs which have adequate repetition; and ritualizing verbal and physical cues for paying attention, careful listening, etc. Practices specific to music instruction in various grade levels are then presented, including lower elementary, upper elementary, and secondary education. (JDD)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Robinsin, Greg A., Ed., and others. "Best Practices in Mental Disabilities. Volume Two"; see EC 212 523.