The document provides information on teaching music to students with learning disabilities. It discusses why music is important for special needs learners and how to incorporate accommodations, modifications, and technology. The key aspects covered are using visual aids, modifying expectations, understanding individual needs, and creating an inclusive classroom environment.

1. © 2016 ErikaWarren
Maximizing Learning
Reaching the Special Needs
LearnerThrough Music

2. Why is it so important to teach students music
who have a learning disability?

3. • Music and art enhance learning for children
• The power of music and art is something people can relate to even if they
have a physical or cognitive disability
• Music has been shown to benefit the quality of life in people that have mild,
moderate, or severe disabilities
• Most students with learning differences show an interest in music and
technology. How can technology benefit your students?

4. Components to consider when teaching
music
• Accommodations: Supports and services
provided to help a student access the
general education curriculum and validly
demonstrate learning.
• Modifications: A change in what is being
taught or expected from the student.
Modifications can also be described as
changes made to the content and
performance expectations for students.

5. Accommodations
What are some accommodations in the school
setting? How are accommodations prepared?

6. How are accommodations prepared?
• The special education staff prepare
the accommodations, with
feedback from the A.R.D. team
• A.R.D. : Admission, Review, and Dismiss
• Committee consists of the parent/guardian,
special education teachers, special education
staff, the general education teacher, counselor,
and Principal (or Assistant/Vice Principal)

7. Different disabilities require different
accommodations
• No student is the same
• Read aloud what you are writing on
the board
• Be aware that some students can’t
read
• Create a specific plan and outline how
you are going to teach students who
can’t read
Some examples of how to teach students
with disabilities include:
1. Make a template of a song you want to
learn through visuals and pictures
2. Type out the lyrics for all students and
color code each item: verse = green
chorus = red bridge/coda = blue
3. Copy music, with permission from your
music coordinator in your school district,
and have each student highlight only
their line

8. Modifications
• What is modified instruction? • A change in what is being taught or
expected from the student

9. What is IDEA?

10. IDEA is:
Individuals with Disabilities Education
Act
What does this mean?
All children with disabilities have available
to them a F.A.P.E. that emphasizes special
education and related services designed to
meet their unique needs and prepare them
for further education, employment, and
independent living…. (and) to ensure that
the rights of children with disabilities and
parents of such are protected.

11. What is an I.E.P.?
What is an I.E.P.?

12. What is the difference between an I.E.P. and
a 504 Plan?

13. How to teach music to students who have
a learning disability
• Understand the special needs learner
• Concepts should incorporate and focus on how each student learns best
• Visual vs. auditory
• Perception vs. processing
• Spoken vs. written
• Encourage students to build upon their knowledge

14. What are some controlling factors that may
impact learning?

15. Reverse Mainstreaming: Can it work?

16. Learning can be best achieved by creating a
universal music class for students living with a
disability

17. Would you consider teaching this alternative
music class?
• Learning can be best achieved in an integrated classroom
• What is an integrated classroom?
• How can we encourage teachers to be a part of this new concept and idea?
• Integrated teaching would benefit students, as well as teachers
• Curriculum would be created by music teachers, with a lot of input from
special education teachers, staff, as well as music therapists

18. How do you assess students
through modified music curriculum?

19. Modified instruction: Give clear instruction

20. Structure your rules to fit students’ learning
differences

21. What are some sample objectives you can create
that comply withTEKS for the special needs
learner?
• Identify higher/lower pitches
• Identify louder/softer pitches
• Identify same/different in musical performances
• Build musical knowledge by engaging the student by offering hands-on
learning
• Create activities that encourage student learning in a group setting

22. Students learn differently: technology is
becoming mainstream

23. How can you incorporate technology into
your classroom if it is not available?

24. AccessYouTube!

25. What isTI:ME?
• Technology In Music Education
• TI:ME inspires the best teaching possible of music through technology
• TI:ME gives you the tools to collaborate with other music teachers without
re-inventing the wheel
• Knowledge acquired and learned through TI:ME can be applied in the
general population setting

26. CommonTerminology
1. Accommodations: Changes in how a test is administered that do not substantially alter
what the test measures; includes changes in presentation format, response format, test
setting or test timing. Appropriate accommodations are made to level the playing field, i.e.,
to provide equal opportunity to demonstrate knowledge.
2. Americans with DisabilitiesAct of 1990 (ADA): Legislation enacted to prohibit
discrimination based on disability.
3. Assistive technology service: A service that assists a child in selecting, acquiring, or using
an assistive technology device including evaluations of the child’s needs; includes selecting,
fitting, customizing, adapting, maintaining, repairing, and replacing assistive technology
devices.
4. Assistive technology device: An item, piece of equipment, or product used to maintain
or improve the functional capabilities of a child with a disability.
5. Autism: Developmental disability that affects communication and social interaction,
adversely affects educational performance, is generally evident before age 3. Children with
autism often have unusual responses to sensory experiences.
6. Behavior Intervention Program (B.I.P.): A plan of positive behavioral interventions in
the I.E.P. of a child whose behaviors interfere with his/her learning or that of others.

27. Terminology cont.
7. Deafness: IDEA disability category; impairment in processing information through hearing that adversely affects educational
performance.
8. Disability: In Section 504 and ADA, defined as impairment that substantially affects one or more major life activities; a person
who has a record of having such impairment, or is regarded as having such an impairment.
9. Education Records: All records about students that are maintained by an educational agency or institution; includes instructional
materials, teacher’s manuals, films, tapes, test materials, and protocols.
10. ESY: Extended SchoolYear Services.
11. Evaluation: Procedures used to determine whether a child has a disability and the nature and extent of the special education
and related services that the child needs.
12. Free Appropriate Public Education (FAPE): Special education and related services provided in conformity with an IEP, are
without charge, and meet standards of SEA.
13. Family Educational Rights and Privacy Act (FERPA): Statute about confidentiality and access to education records.
14. IDEA: The Individuals with Disabilities Education Act of 2004.
15. IEP: Individualized Educational Plan.

28. Terminology cont.
16. Inclusion: An effort to make sure students with disabilities go to school with
their friends and neighbors, while also receiving the “specially designed instruction
and support” they need to achieve high standards and succeed as learners.
17. Least Restrictive Environment (LRE): Legal requirement to educate children
with disabilities in general education classrooms with children who are not disabled
to the maximum extent possible.
18. Modifications: Substantial changes in what the student is expected to
demonstrate; includes changes in instructional level, content, and performance
criteria, may include changes in test form or format; includes alternate assessments.
19. PriorWritten Notice: Required written notice to parents when school proposes
to initiate or change, or refuses to initiate or change, the identification, evaluation,
or educational placement of the child.
20. Procedural Safeguards Notice: Requirement that schools provide full easily
understood explanation of procedural safeguards that describe parent’s right to an
independent educational evaluation, to examine records, to request mediation and
due process.

29. Terminology cont.
21. SEA: State Department of Education.
22. Section 504: Section 504 of the Rehabilitation Act protects individuals with disabilities
from discrimination due to disability by recipients of federal financial assistance.
23. Statutory rights: Rights protected by statute, as opposed to constitutional rights that
are protected by the Constitution.
24. Statute of limitations: Time within which a legal action must be commenced; two-year
statute of limitations to request a due process hearing added to IDEA 2004.
25. Supplemental aids and services: Means aids, services, and supports that are provided in
regular education classes that enable children with disabilities to be educated with
nondisabled children to the maximum extent appropriate.
26. Universal design: New curricular materials and learning technologies are designed to be
flexible enough to accommodate the unique learning styles of a wide range of individuals,
including children with disabilities. Ex.: electronic versions of textbooks, captioned or
narrated videos, accessible websites, and voice recognition.

30. Bibliography and Resources:
Wright, Peter W.D., Esq., and Wright, Pamela Darr, MA, MSW. Wrightslaw: Special Education
Law 2nd Edition. 1999 Hartfield, Virginia: Harbor House Law Press, Inc., 2014.
Wright, Peter W.D., Esq., and Wright, Pamela Darr, MA, MSW. From Emotions to Advocacy
Second Edition. The Special Education Survival Guide. 2002 Hartfield, Virginia: Harbor House
Law Press, Inc., 2013.
Wright, Peter W.D., Esq., Wright, Pamela Darr, MA, MSW, and O’Connor, Sandra Webb, M. Ed.
WrightsLaw All About IEPs. Answers to Frequently Asked Questions about IEPs. 2010 Hartfield,
Virginia: Harbor House Law Press, Inc.
Hammel, Alice M., and Hourigan, Ryan M.Teaching Music to Students with Special Needs: A
Label-Free Approach. NewYork: Oxford University Press, 2011.

31. Bibliography and Resources:
• http://www.wrightslaw.com/idea/law/section1415.pdf
• YouTube https://www.youtube.com/yt/copyright/
• MusicFirst https://www.musicfirst.com/
• Idea.ed.gov
• www.parentcenterhub.org/repository/modifications-personnel/
• https://www.Understood.org/en/school-learning/evaluations/choosing-not-to-have-child-evaluated
• www.naset.org/3717.html
• www.specialeducationguide.com/pre-k-12/what-is-special-education/the-importance-of-the-
assessment-process
• http://musiced.nafme.org/interest-areas/collegiate-advisory-council/strategies-for-working-with-
special-needs-students-in-the-general-music-classroom/

32. Contact information:
Erika Warren
Email address: princesserikasinging@gmail.com
LinkedIn: (ErikaWarren)
https://www.linkedin.com/profile/view?id=497926
94&trk=spm_pic
Blog:
http://princesserikasinging.blogspot.com/2014/12/
happy-new-year.html?spref=fb
https://www.facebook.com/erika.kelley2
https://www.facebook.com/ColeWarrenMPEJA
MBOXBOYS
https://www.facebook.com/MPEBEBOPGIRLS
YouTube:
https://www.youtube.com/user/PrincessErikaSi
nging

33. Erika Warren
Southern Methodist University (S.M.U.),
Meadows School of theArts
►Degree: Bachelor of Music
►Concentration: Vocal Performance and
Music Education
►Post Baccalaureate Studies: Meadows
School of the Arts and S.M.U.Annette
Caldwell Simmons School of Education
and Human Development
►S.M.U.Outstanding student Music
teacher in Dallas I.S.D.
• Texas Educator Certificate
• State Board for Educator
Certification
• Standard Certification
Special EducationTeacher
(EC-12)
• Standard Certification
ClassroomTeacher, Music
(EC-12)
• Professionally trained opera
singer
• Vocal Professor, Barbara Hill-
Moore
• Vocal Coach, Martha Gerhart