MUED 3308
Music Education for Exceptional Students
INSTRUCTOR: Amber Weldon-Stephens, EdS, MT-BC
CLASS MEETINGS: TBA
TEXT: Mary Adamek and Alice-Ann Darrow: Music in Special Education
Journal Articles, Supplementary Materials (List provided by Instructor)
CREDIT HOURS: 3-0-3
PREREQUSITE: MUSI 2222; Acceptance into Teacher Education
COURSE DESCRIPTION: This course focuses on characteristics and abilities of
individuals with disabilities and the effect upon musical learning and performance.
Students will develop materials and teaching strategies in music appropriate to students
with special needs. Content includes current legal, educational, and therapeutic issues as
they relate to the teaching of music. The course includes field experiences.
PURPOSE/RATIONALE: This course is designed to prepare prospective music
teachers to develop instructional materials and implementation of effective teaching
methods and management techniques for working with special populations. The course
will offer music education majors the field-specific knowledge and skills necessary to
identify, develop, and utilize effective instructional and management techniques based on
the cognitive, emotional, and social needs of special populations in the music classroom.
CONCEPTUAL FRAMEWORK SUMMARY:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is
committed to developing expertise among candidates in initial and advanced
programs as teachers and leaders who possess the capability, intent and expertise
to facilitate high levels of learning in all of their students through effective,
research-based practices in classroom instruction, and who enhance the structures
that support all learning. To that end, the PTEU fosters the development of
candidates as they progress through stages of growth from novice to proficient to
expert and leader. Within the PTEU conceptual framework, expertise is viewed as
a process of continued development, not an end-state. To be effective, teachers
and educational leaders must embrace the notion that teaching and learning are
entwined and that only through the implementation of validated practices can all
students construct meaning and reach high levels of learning. In that way,
candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values and demonstrates collaborative practices across the college and
university and extends collaboration to the community-at-large. Through this
collaboration with professionals in the university, the public and private schools,
parents and other professional partners, the PTEU meets the ultimate goal of
assisting Georgia schools in bringing all students to high levels of learning.
Knowledge Base: Teacher development is generally recognized as a continuum
that includes four phases: preservice, induction, in-service, renewal (Odell,
Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of
expertise is central to analyzing the teaching-learning process, the teacher
education faculty at KSU believes that the concept of expertise is central to
preparing effective classroom teachers and teacher leaders. Researchers describe
how during the continuum phases teachers progress from being Novices learning
to survive in classrooms toward becoming Experts who have achieved elegance in
their teaching. We, like Sternberg (1998), believe that expertise is not an end-state
but a process of continued development.
Though certain historical discoveries and events in adapted physical education do
not change, each passing day alters the knowledge base in the areas of research,
legislation, societal change, and litigation, requiring teachers to be informed
consumers of instructional research. The baseline knowledge of this course is
defined by the knowledge and skills developed as a result of interaction with the
experiences of this course, the text and its mastery, the research base of the
profession, and the references for the course.
Use of Technology: During the semester students will be provided with
opportunities to explore and research uses of technology in addressing cognitive
and physical limitations. In addition to this experience, library research required
in this course is supported by the networked CD-ROM databases of the KSC
library. As a member of the University Center in Georgia, a consortium of major
libraries in the Atlanta-Athens area provides electronic as well as hard copy
access. Requirements of the course include typed papers with an emphasis on the
use of word processing for fulfilling those requirements.
Diversity: A variety of materials and instructional strategies will be employed to
meet the needs of the different learning styles of diverse learners in class.
Candidates will gain knowledge as well as an understanding of differentiated
strategies and curricula for providing effective instruction and assessment within
multicultural classrooms. One element of course work is raising candidate
awareness of critical multicultural issues. A second element is to cause
candidates to explore how multiple attributes of multicultural populations
influence decisions in employing specific methods and materials for every
student. Among these attributes are ethnicity, race, socioeconomic status,
gender, giftedness, disability, language, religion, family structure, sexual
orientation, and geographic region. An emphasis on cognitive style differences
provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations
for persons defined as disabled under Section 504 of the Rehabilitation Act of
1973 or the Americans with Disabilities Act of 1990. A number of services are
available to support students with disabilities within their academic program. In
order to make arrangements for special services, students must visit the Office of
Disabled Student Support Services (770-423- 6443) and develop an individual
assistance plan. In some cases, certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of
Kennesaw State University that address each of the multicultural variables
outlined above. For more information contact the Student Life Center at 770-4236280.
After completing the requirements for the course the Professional Learning Facilitator in Music
Education will be able to:
OUTCOMES AND PROFICIENCIES
Outcome 1: Subject Matter Experts
1.1. Candidate demonstrates broad, in-depth, and current knowledge of discipline content.
1.2: Candidate represents content accurately.
1.3: Candidate connects content to other disciplines and applies it to common life experiences.
1.4: Candidate uses pedagogical content knowledge effectively.
Knowledge:
1. Articulate the legal and ethical requirements of their role in the music education of
students with disabilities.
2. Demonstrate an understanding of music and assessment activities and in the behavior
management of all students.
3. Demonstrate an understanding of how each general characteristic of exceptionality is
linked to definitions under state and federal laws and the attendant regulations.
4. Demonstrate an understanding of due process and their role in its implementation for
parents and students.
5. Demonstrate an understanding of the role technology can play in instructional
accommodation for students with cognitive, sensory, or physical limitation or
disabilities.
6. Demonstrate an understanding of their role in engaging and supporting the
7. participation of parents of students with disabilities in the music education of their
children
Demonstrate an understanding of disabilities as lifelong circumstances requiring
different strategies and accommodations in various settings and stages.
9. Understand and articulate the characteristics of human growth, development, learning
and motivation as it relates to students with disabilities
10. Understand the influences of society, culture, community and family on schools and
learning.
11. Possess in depth content understanding that allows use of multiple explanations to
help learners understand the discipline content.
8.
2.1 Candidate demonstrates knowledge of how learners develop, learn and think.
2.2: Candidate successfully motivates students to learn.
2.3: Candidate creates and implements instruction that embodies multiple cultures and a rich,
diverse curriculum.
2.4: Candidate creates effective, well-managed and active learning environments.
2.5: Candidate creates environments that reflect high expectations for student achievement.
2.6: Candidate designs effective instruction.
2.7: Candidate implements effective instruction that positively impacts the learning of all
students.
2.8: Candidate uses a variety of methods, materials, and technologies.
2.9: Candidate utilizes a variety of strategies to assess student learning.
2.10: Candidate uses the results of assessments to improve the quality of instruction.
Skill:
12. Collect and share observational information, which will be useful to members of
interdisciplinary teams for multiple decision-making.
13. Demonstrate the ability to master, synthesize, and evaluate the professional literature
related to the music education of learners with disabilities.
14. Demonstrate the ability to identify community and professional resources and collect
information about their access.
15. Use effective communication skills.
Outcome 3: Collaborative Professionals
3.1: Candidate communicates effectively orally and in writing.
3.2: Candidate reflects upon and improves professional performance.
3.3: Candidate builds collaborative and respectful relationships with colleagues, supervisors,
students, parents and community members.
3.4: Candidate displays professional and ethical behavior.
Dispositions:
16.
17.
18.
19.
20.
21.
Work collaboratively with other professionals to facilitate pre-referral, screening and
assessment, placement, transitions, and instructional design.
Assess, reflect upon and improve professional performance.
Work collaboratively with colleagues, supervisors, students, parents and community
members.
Show regard for human dignity in all relationships.
Assume responsibility for professional and ethical behavior.
Hold high learning expectations for all students.
COURSE GOALS AND OBJECTIVES:
The KSU teacher preparation faculty is strongly committed to the concept of
teacher preparation as a developmental and collaborative process. Research for
the past 25 years has described this process in increasingly complex terms.
Universities and schools must work together to successfully prepare teachers who
are capable of developing successful learners in today’s schools and who choose
to continue their professional development.
Students will be able to:
1.
describe common impairments and disabilities including etiologies,
characteristics, and implications for music education programming of
individuals with disabilities. (1.1, 1.3)
2.
design, implement, evaluate the appropriateness of the music component
of a student's individual education plan (IEP) or individual family service
plan (IFSP) (2.9, 2.3)
3.
articulate the legal and ethical requirements of their role in the education
of students with disabilities and the way those continue to evolve out of
legislative, litigative and sociological changes. (2.3
4.
assess the musical needs of individuals with disabilities using a variety of
assessment instruments for program placement and instructional
development utilizing video technology. (2.9)
5.
synthesize assessment data, develop goals and objectives, and plan
instructional activities for individuals with disabilities that address the
needs of the individuals. (3.2, 2.10)
6.
apply principles of behavior management to teaching situations which
include individuals with disabilities. (2.4)
7.
design, select, and/or implement music education instructional activities
based on expected progression and related to levels of readiness of
learners in an inclusive environment. (2.1)
8.
develop an awareness of the cultural differences among disability groups.
(2.1, 2.3)
9.
identify resources and promote opportunities in music education that will
allow full participation of individuals with disabilities in their musical
choices. (2.2, 2.4)
10.
utilize appropriate instructional strategies including demonstrations to help
learners with disabilities link concepts and skills. (1.3, 2.8)
ASSESSMENT OF GOALS/OBJECTIVES
Your instructor will assess your achievement of each objective in the following ways:
Course
Goals/Objectives
Assessment
Instructional
Activity
1
readings, lecture, class
discussions
questions on written tests
2
class discussion
lesson plan(s), “mock” IEP design
3
class discussion, readings,
lecture, small group
discussions
questions on written test, debate
4
lecture, class discussion,
assessment practice with
video assessment
complete at least one assessment of
participant, test questions
5
Field Experience
discussion, lecture
lesson plans, test question on final exam
6
readings, lecture and
discussion, behavior
management project.
test questions, final project
7
lecture, discussion, video
on inclusion
test questions, lesson planning
8
readings, lecture,
discussion
test questions
9
library/resource readings
test questions
10
lecture, discussion
implementation of lesson plan, final project
COURSE REQUIREMENTS/ASSIGNMENTS:
Chalk and Wire ePortfolio Account –
Beginning Summer 2007, all newly admitted teacher education candidates will be
required to purchase a Chalk and Wire ePortfolio account. This web-based
application will be used in multiple courses throughout your program, but you
will only need to purchase your account ONE time since the accounts are good for
five years. Accounts must be purchased through the KSU Bookstore. For
additional information on how to purchase the account, the purpose of Chalk and
Wire, and training opportunities please visit our website at
www.kennesaw.edu/education/chalkandwire/
EVALUATION AND GRADING:
.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Accessibility Assignment
Issue Debate
Mock IEP design
Paper/Journal Articles
Field Experience Evaluations
Internet resource assignment
Final Project
Mid Term Exam
Final Exam
EVALUATION SCALE:
900 to 1000
800 to 899
700 to 799
600 to 699
Less than 600
A
B
C
D
F
ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student
Code of Conduct, as published in the Undergraduate and Graduate Catalogs.
Section II of the Student Code of Conduct addresses the University's policy on
academic honesty, including provisions regarding plagiarism and cheating,
unauthorized access to University materials, misrepresentation/falsification of
University records or academic work, malicious removal, retention, or destruction
of library materials, malicious/intentional misuse of computer facilities and/or
services, and misuse of student identification cards. Incidents of alleged
academic misconduct will be handled through the established procedures of the
University Judiciary Program, which includes either an "informal" resolution by a
faculty member, resulting in a grade adjustment, or a formal hearing procedure,
which may subject a student to the Code of Conduct's minimum one semester
suspension requirement.
ATTENDANCE POLICY:
Students are expected to be in all class sessions and on time. Class participation
and attendance are imperative for students to achieve the basic objectives of the
course and Program. Each absence after the first will result in a deduction of 25
points off their final grade. Any student missing 4 classes, for any reason, will
not receive course credit and will be assigned a grade of “F”. Any extreme
circumstances or situations will be handled individually. Excessive tardiness
and/or leaving early will also reflect negatively on the final grade.
Liability-Prior to professional laboratory experience placement, students must
provide evidence of having adequate tort liability insurance or waive such
coverage in writing.
COURSE CALENDAR
(Class meets weekly for 3 hours; an additional 8 hours
of Field Experience is required.)
Week 1: Introduction, hand outs, explanations of course objective and assignments
Week 2: Musical activities; discussions of readings; overview of legal history
Week 3: Designing IEPs; Playing, Singing, Movement activities for students
with special needs
Week 4: Music education discussion/strategies for students with Behavior Disorders
Week 5: Music education discussion/strategies for students with Autism and Autism
Spectrum Disorders
Week 6: Music education discussion/strategies for students with Learning Disabilities
Week 7: Mid Term Exam
Week 8: Music education discussion/strategies for students with Retardation/Traumatic
Brain Injury
Week 9: Music education discussion/strategies for Hearing and Speech Impaired
students
Week 10: Music education discussion/strategies for students with Physical Disabilities
Week 11: Music education discussion/strategies for Visually Impaired students
Week 12: Overview of Final Project, small group work
Week 13: Review for Final Exam, field experience discussions
Week 14: Group presentations
Week 15: Group presentations, continued
Scheduled Exam Time: Final Exam