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ERIC Number: EJ703310
Record Type: Journal
Publication Date: 2004-May-1
Pages: 5
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0027-4321
Inclusion Strategies that Work
Hammel, Alice M.
Music Educators Journal, v90 n5 p33 May 2004
Many school systems are moving toward an inclusion model for teaching special learners in which all students are included in general classrooms. The basic premise is that all students should first be placed in the general classroom. Students receive as many necessary supplementary aids and services as possible in the general classroom, and then, as needed, students are removed from the general classroom to receive any adaptations and accommodations that cannot be provided in that setting. This concept is different from mainstreaming in which students begin their placement process in separate classrooms or buildings and are moved into general classrooms as they become more able to participate with supplementary aids and services. Some students with more severe disabilities, however, may still be placed exclusively in a separate classroom or building fro much or all of their instruction in either model. The inclusion process can create a diverse and healthy environment for learning. It can also be frustrating for teachers who do not possess the tools necessary to fully include all learners in their classrooms. Research, study, and practice have identified some important strategies that have been used in many music classrooms with great success. Implementing the strategies discussed in this article can lead to greater success when working with all students, special and general learners alike, in inclusive settings.
MENC Subscription Office, P.O. Box 1584, Birmingham, AL 35201. Web site: http://www.menc.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Education for All Handicapped Children Act; Individuals with Disabilities Education Act