James Hiller: Home
University of Dayton: Fall 2008
Course
Number:
MUS-340 (2
credits)
Title:
Music
Education
for
Special
Needs Students
Instructor:
James Hiller MMT, MT-BC
Office/Phone: Music/Theatre
Room 107 937-229-3985
eMail:
james.hiller@udayton.edu
Web
Page:
http://academic.udayton.edu/jameshiller
Days/Times: Thursdays,
6:30 to
8:20pm
Room
Number: Music/Theatre
Rm. 120
Cluster/Gen
Ed.:
No; Required
course
for
music
education
majors
Course
Content:
Overview
of
knowledge,
skills,
and
attitudes
that
aid
teaching
students
with
special
needs
in
the
music
classroom.
Review
of
the
history
and
current
status
of
school
based
education
of
students
with
special
needs
in
the
United States.
Introduction
to
the
field
of
music
therapy
and
its
relationship
to
music
education.
Definitions
and
classifications
of
prevalent
diagnoses
found
among
school
aged
children.
Methods
for
planning
and
facilitating
educationally
meaningful
music
experiences
for
various
special
needs
populations.
Alternate
approaches
for
evaluating
and
grading
atypical
and
typical
students.
Catalogue Description:
Introduction to issues affecting music education
with students who have physical, cognitive, emotional, and sensory challenges
that affect the learning process. Specific musical characteristics and needs of
special learners will be presented along with methods and strategies for
teaching. Information and guidelines regarding regulatory issues related to
music education will be addressed. Field experience required.
Prerequisite: MUS 231: Introduction to Music
Education
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Course
objectives:
-
Gain
knowledge
of
historical,
legislative,
and
regulatory
issues
related
to
music
education
with
special
learners
including
awareness
of
the
nomenclature
germane
to
the
laws
and
processes
of
inclusion.
-
Gain
awareness
of
current
literature
and
research
resources
related
to
music
education
of
students
with
special
needs.
-
Gain
awareness
of
attitudes
of
teachers
and
typical
students
toward
students
with
disabilities
as
they
pertain
to
successful
inclusion
experiences
and
explore
approaches
to
improving
attitudes.
-
Gain
knowledge
of
the
diagnostic
characteristics
(i.e.,
sensorimotor,
cognitive,
emotional,
social,
communication,
behavioral,
medical
domains),
therapeutic
and
educational
needs,
and
the
abilities
of
special
learners.
- Increase
knowledge
of
the
musical
potentials
of
special
learners
along
with
adaptive
instructional
strategies
for
addressing
those
needs
in
the
music
classroom.
-
Practice
planning
and
facilitating
specific
methods,
procedures,
and
techniques
effective
with
special
learners
in
the
music
classroom
or
in
the
self-contained
music
class.
-
Increase
understanding
of
the
field
of
music
therapy
as
it
relates
to
music
education
and
of
the
collaborative
and
supportive
possibilities
for
music
educators
and
music
therapists
in
school settings.
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Format:
Lecture,
in
class
demonstrations, role play, videotape review, guest lectures
Required Texts:
Adamek, M. &
Darrow, A. (2005). Music in special education. Silver Spring, MD:
American Music Therapy Association.
* The
instructor
will
provide
a
course
pack,
for
a
modest
printing
fee.
Additional readings
and
library/online
research
may
be
assigned
throughout
the
term.
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Grading
Scheme:
Grading will occur through a 200 point system.
There will be three quizzes worth 25 points each (75 total). Quiz
material will be taken from lectures, readings, in class videotape viewing,
in-class music experiences, and discussions.
There will be three video reflection papers worth 5
pts each (15 total)
There will be two writing assignments worth 10 points each
(20 total).
Written assignments may be based on
self-reflection, readings and lectures, videotape viewing, or in-class
experiences.
Students are required to perform 5 hours of field
observation in area schools where students with special needs are served in
music and non-music environments. Guidelines for observations will be provided.
(10 points)
There will be a cumulative final examination worth 40
points that meets the standards of rigor mandated by the University of Dayton
toward academic excellence.
Daily preparation and
participation will be evaluated and will count toward 40 points of the final
grade.
Grading Scale:
|
A
|
192-200
|
C+
|
152-159
|
|
A-
|
184-191
|
C
|
144-151
|
|
B+
|
176-183
|
C-
|
136-143
|
|
B
|
168-175
|
D
|
128-135
|
|
B-
|
160-167
|
F
|
|