Desarrollo de la Aplicación

Legislation, litigation, and public policy continue to refi ne our educational approaches, and the procedures we follow to include students with spe- cial needs in our classrooms will change as a result. An awareness of these regulations and policies is part of our responsibility as music educators. Moreover, the careful application of guidelines as presented through con- tact with our school administrators, special education teams, and through professional development opportunities will lead to an improvement of our ability to provide the most appropriate education for our students with special needs.

While the specifi cs of legal details may sometimes be confusing, and the fi eld of special education continues to defi ne itself, the most important caveat to remember is that each student with special needs is an individual child. When we consider the seemingly cavernous world of acronyms and defi nitions, we sometimes forget that we are considering the present and future possibilities for a child. Taking a moment to remember the individ- ual child and the lifetime ramifi cations of decisions we make often brings into focus the true importance of the education of students with special needs.

The Current Structure of Special Education in Our Schools 39

DISCUSSION QUESTIONS

1. Discuss how the advocacy efforts employed during the civil rights movement was mirrored by those advocating for persons with special needs (and students with special needs).

2. How did P.L. 94–142, and later IDEA, expand during the 35-year history?

3. What are the six principles of IDEA and how does each apply in the music classroom?

4. Describe “least restrictive environment” and state how this may be achieved in the music classroom (at least three examples).

5. How would you respond to a teacher who wants to keep a student from attending your class to take part in remediation to meet AYP under NCLB? What data demonstrating the effectiveness and applicability of your instruction would you be able to cite?

6. What are some ways you, as the music teacher, could participate as part of the RTI system at your school?

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PART II

P R E PA R I N G TO T E A C H M U S I C TO

S T U D E N T S W I T H S P E C I A L N E E D S

45

Chapter 3