Maine Motif Issue 1, Vol. II (Fall, 2017) | Page 30

sections. Although I’ve done this all the time with my bands, it works wonders for guitar classes, group piano, fourth grade recorders, world drumming and Orff ensembles, too! d. Modality. It’s no secret that all students have different learning capabilities and learn in different ways, but consider if you are including these different modalities of instruction (and assessment) in your class. Students with special needs often process what is taught in our classes best through one, two, or even all three of these modalities: aural, visual and kinesthetic. Striving to teach within all three of these modalities for every lesson will help you accommodate for more students. In addition to giving instructions orally, write down concise step-by-step instructions for students to refer to throughout the lesson. Reinforce directions and musical concepts with visuals, props, and manipulatives. Pictures, bean bags, scarves, parachutes, popsicle sticks….these are not only engaging for all students, but are powerful tools to promote teaching and learning for those with special needs. Allow students to experience music through movement as much as possible. For general music, almost any music concept can be transferred into the body in a kinesthetic activity. As general music teachers, it can be a struggle to figure out how best to include students with special needs in our classes. While students with special needs might be participating in our classes, promoting their learning goes beyond simple participation. While it is certainly more difficult to foster learning for these students, it remains our responsibility. Otherwise, are we truly including everyone? Additional Resources for Inclusive Education and Music Education: Adamek, M. S. & Darrow, A. (2010). Music in special education (2nd ed.). Silver Spring, MD: American Music Therapy Association. Hammel, A. M. & Hourigan, R. (2017). Teaching music to children with special needs: A label-free approach (2nd ed.). New York, NY: Oxford University Press. Pierangelo, R. (2003). The special educator’s book of lists (2nd ed.). San Francisco, CA: Jossey-Bass. Dr. Erin Zaffini is an adjunct music education professor at Keene State College, where she supervises student teachers, and teaches undergraduate music courses in music education, music curriculum and assessment, and adaptive music. She is also a faculty member for the University of New Hampshire’s Professional Development Department, where she teaches in- service teachers how to integrate music and movement into their classroom, as well as teaches Early Childhood Music and Movement. She has taught K-8 general music, choral music, instrumental music, hand bell ensemble, and musical theatre. She is an active clinician around the state for the National Education Association, is the Eastern Division Representative for NAfME’s General Music Council, serves as the General Music Chair and the Collegiate Coordinator for the New Hampshire Music Educators Association, and sits on the Advisory Committee for the Music Educators Journal. She has recently published articles in General Music Today and the Music Educators Journal. She can be reached at [email protected].