Johnson,+Ryan+Inclusion+Strategies+in+the+Arts

__**Personal Introduction**__
Hello, My name is Ryan Johnson, a s you can see above one of my favorite pass-times is fly-fishing, it is somewhat of an addiction of mine. Along with fishing I find great joy in spending any time outdoors, weather it be hiking, camping or just spending time with friends.

After graduating, with my Bachelors of Arts in Music Education, I started working on my MAT at SOU, in order to become fully educated and prepared for my future career as an educator. I plan on becoming a band director after graduating with my MAT.

My goal as a music educator is to instill in our youth a love for music. I also desire to instill in my students the want to be life long learners, while filling them with curiosity and confidence, I plan to teach them to apply the fine arts and humanities in order to acknowledge the beauty of their own culture as well as others.

One of my only fears of being a teacher is the beginning. The fear of starting a good program is one that will solve itself, i'm sure. Throughout my education and through this program I am gaining the skills that are necessary to create my idea of a great educational environment and a thriving music program.

One of the most challenging subjects for me in school was, and still is to some degree, english/writing. It has taken me a long time to gain confidence in my writing abilities and I'm sure that this experience will only help me to better connect with my students. Having this experience, I feel will only help me with my future students. Being able to empathize with students is very important, and having experiences such as these are what make that process easier.

When I walk away from this class I hope to take with me a better understanding of my role as a teacher in the inclusion classroom. I hope that through this coarse I will gain both knowledge and skills to help me be a better teacher, and most of all a better advocate for my students with special needs.

= __**Inclusion Strategies in the Arts**__ =

__**Topic Introduction**__
====My topic for this Wiki assignment is //inclusion strategies in the arts.// I chose this topic because it intrigued me, for a couple of reasons. The first reason this topic grabbed my interest was because I really knew nothing about it. Secondly, I am planning on having a career in the arts, as a music teacher, and it will be most helpful to have some strategies for teaching my students with special needs. I want to teach in an inclusive environment where everyone is accepted and everyone gets the chance to participate in the ensemble. Learning strategies that will enable me to do that is not only going to be helpful, but it will be necessary.====

**__Top 5 Things I Learned__**
Being very organized and having everything planned out ahead of time seemed to be an ongoing theme in my research. Teaching kids with special needs is not something that can be done very effectively on the fly. Planning, in this sense, means more then just being prepared with your lesson plan, it also means being prepared to deal with problematic behavior in your class. Plan on spending time on the process, and not rushing off the the end product.
 * 1). Planning**

Something as simple as slowing down the pace of your class can be a life saver for your student with learning difficulties. As teachers we need to stop, and give "wait-time" for our students to think. Leaving room, and time for students to ask question is another important aspect that we need to incorporate into our teaching style.
 * 2). Slow down!**

Having a class that is organized and not chaotic is crucial for our special learners. Our students, not only those with learning disabilities, want and need structure in how we teach our class, as well as how our class is managed in the first place. One strategy that seems to work the best is scaffolding. When we break things down for our students, it only makes their success rate go up.
 * 3). Structure**

As music teachers, we often get caught up in the sound of things, and focus so much on making sound. For our students with special needs we have to be more open to teaching to more senses then just hearing. We should focus on not only hearing and making sound but give our special learners opportunities to move, feel, touch, and see. Incorporating various activities that will appeal to various senses will be a way to have a more inclusive classroom.
 * 4). Teach to all the senses**

While doing the project I was surprised at how many resources there are to aid inclusion teaching in the music classroom. With technology growing constantly there are always new inventions coming out that can be used to assist my students with special needs. Staying up with my research of new technologies for special learners will be an ongoing process throughout my career.
 * 5). Rely on the advances in technology to help you in your classroom.**

**__Best Resource__**

 * Kids with Profound Special Needs Getting Profound Special Opportunity**

This is a great video that displays some of the technologies that are out there to assist our special learners in being included on our classrooms. I love the title of this video because kids with profound special needs deserve profound special opportunities. In this short video, Dr. David Lazerson explains how he helps kids with profound needs enjoy a new world of fun and excitement through music. Dr. Laz, as he is called, uses various assistive technologies that enable these kids to be a part of an ensemble and make music together. I give this video a **4.5 out of 5,** because it is inspiring to see Dr. Laz work with these kids. Another reason I would give this resource a 4, is because I shows us the uses of technology in an inclusive environment. Here is a link to the video, as well as a link to an article //Special Learners in the Music Classroom,// talking about augmentative devices (like the one used in the video which enable the kids to sing duet) that can be used in situations such as these. The article that I've found deals with various ways to include special learners in your music classroom. Many of the techniques explained in this article are used by Dr. Laz, so I though it would be appropriate to include this article with this video. The article gets a **4 out of 5** as well. Kids with Profound Special Needs getting Profound Special Opportunity Special Learners in the Music Classroom

media type="youtube" key="7Wy0xy-v934" height="315" width="420"

**__Additional Resources__**

 * 1). Teaching Special Learners: Ideas from Veteran Teachers in the Music Classroom**

This article ended up being one of my favorite resources because it was full of very simple but practical strategies for teaching special learners. Most of my top five things I learned came from this article. This article starts by encouraging new teachers to not be afraid. It can be overwhelming to get thrown into a school district and not know how it runs or who's going to be in your class, but don't fear what you don't know. After talking a bit about Inclusion, this article switches gears and starts talking about strategies that these teachers have used to be the most effective, inclusive teachers they can be. I give this article a **4 out of 5,** because the practical, and applicable knowledge that I gained from it. Teaching Special Learners: Ideas from Veteran Teachers in the Music Classroom


 * 2). Music Software for Special Needs**

This article was a neat resource to find, because it talks about some very cool technologies that are available today that can be incorporated into a music classroom. Most of the programs that were talked about in this article deal with creative ways of teaching kids composition in a very user-friendly and interactive way. Using these types of technology are ways that we can include our students with learning difficulties in our classes, and even enhance their learning during the process. This article gets a **4 out of 5** because it is full of great resources that can all be used in very neat ways to create a more inclusive classroom. While researching the various programs and software listed in this article I came across //Dancing Dots//, which is a company that has created all kinds of assistive technologies for people (musicians) what are visually impaired. Their assistive technologies go all the way from their "Lime Lighter", which is a low-vision music reading device, to "GOODFEEL", which is a braille music translator.The Lime Lighter is a device that assists people by magnifying the score up to ten times the original size. Other features are a touch screen that allows you to mark up the score with notes much like one would do on a normal sheet of music. Music scores can be downloaded offline and put on this device, and there is a foot pedal that is used to turn the pages as you read the music. With GOODFEEL you can upload and scan scores into this program, and it will automatically convert them into an equivalent braille notation. Here is a link to both the original article, as well as the Dancing Dots website. Music Software for Special Needs Dancing Dots


 * 3). Drake Music Scotland**

Drake Music Scotland is a new organization that has recently been doing a lot of research in the field of assistive technologies in music. Drake Music Scotland's motto is that "disability is no barrier to making music." Wether it is developing new technologies that help people with disabilities compose music, or creating a whole new system of notation, Drake Music Scotland has it all. This program has won much deserved praise for their groundbreaking new way of teaching music. This method has enabled over 6000 kids and adults with disabilities, to experience being involved in music performance and composition. Drake Music Scotland uses some innovative technologies such as "brain fingers", which enables kids, who otherwise wouldn't be able, to use the computer software for composing their very own music. Brain fingers is a technology that reads brain waves and facial movements to control the computer software for composition and music making. This resource gets a **5 out of 5,** both for inspiration and innovation. Although much of what they are using is not accessible in the mainstream classroom, it is nice to know that there are technologies out there that can enable our special learners to be involved in the greatest extent possible. Here are the links to both the Drake Music Scotland website as well as an article about FigureNotes, a notation system that has been adopted by Drake Music Scotland. Also, here is a video of Chris Jacquin and his story of how Drake Music has effected his life. Drake Music Scotland FigureNotes

media type="youtube" key="Agy_ftitrSg" height="315" width="560"


 * 4). Libertango - Evelyn Glennie**

This is a video that I found of a great percussionist who is profoundly deaf. After viewing this video I was intrigued and researched more about her. I found out that Evelyn is the first person in musical history to successfully create and sustain a full-time career as a solo percussionist. Among many other talents, it is obvious that she is a wonderful musician and an inspiration to many people across this planet. I give this resource a **4 out of 5** for inspiration. Evelyn has a great story and a great career both as a performer, speaker, and composer. Included below is a link to this video, as well as a link to her website if you want to read more about her. Libertango Evelyn Glennie media type="youtube" key="fSKpgAV2420" height="315" width="560"


 * 5). Instrumental Music for Special Learners**

In this article the strategies that were talked about all dealt with adapting. Wether it was adapting instruments, or the social environment, or teaching techniques, or even adapting the music, the main focus was to include the student in the activities that were taking place. One thing I liked about this article was the section on involving parents in the education of their child. This article gave some ideas for that as well as ideas for the adaptions I listed above. I give this article a **3.5 out of 5** because it gives us a nice understanding of some ways that we can adapt our classroom environment, our teaching methods, as well as the material itself, to be a more inclusive. One of the sections of this article was about adapting musical instruments to fit the needs of your students. I found an accompanying article that displays one way in which a euphonium was adapted for a student in a high school band. Included below are links to both articles, as well as the portion of the article about Lukas, and his adapted euphonium. Instrumental Music for Special Learners Disabled Bodies, Able Minds: Giving voice, movement, and independence to the physically challenged

Lukas, a Spokane, Washington, high school junior can make his own music, thanks to a joystick-equipped euphonium that was custom designed for his special needs.

No Limits
DO-IT, the federal Americans with Disabilities Act, and other widespread efforts and laws seem to have created a greater determination among students and parents to make sure disabled people are included in all activities. Kristy Bratcher, the mother of Lukas, a high school sophomore in Spokane, Washington, who has extremely limited use of his arms and legs as a result of a birth defect, didn't hesitate to encourage him when Lukas expressed an interest in playing a musical instrument. "I always kept trying to find things that Lukas could do with peers other than an athletic event," says Bratcher. "Everything is sport, sports, sports." So when he brought home a note seeking permission to play a band instrument, she signed it and said, "Lukas, just go and see what's going to work." The Mead High School student chose a euphonium, a tuba-like horn. Lukas at first just blew into the euphonium without using the finger valves, but his system meant he could play only one note. Although he patiently waited until that note showed up in a musical score and seemed happy to do just that, his patience and upbeat attitude paid off. A school employee sought out a music-store owner named Robin Amend, who is also a musical-instrument inventor and repairman. Amend, whose grandfather had played a musical instrument despite having only one arm, designed a euphonium with a joystick that electronically instructs the valves of the euphonium to move. Later, an engineer worked with Amend to refine the joystick technology. Lukas may have some mechanical help with his instrument, but music teacher Terry Lack says his personality is what has turned his desire to play an instrument and be part of the band into reality. "He always has a smile on his face and has a really positive attitude," says Lack. "[That's] the real key." Lukas' mom says her son's participation in the school band has given him a chance to stretch himself and see what he is capable of accomplishing. "I can't predecide what's going to work for him or not," she says. "So many people say, 'You can't. You can't.' Why do we have to talk that way? Let's just see what it is and what he has an interest in, and we'll figure it out."


 * 6). Adapting Music for Special Learners**

This is a video of Cathy Knoll, a music therapist who is giving advice on how to include our special learners in the music making of our class. Cathy seems like a sweet lady with some very effective strategies to use. She doesn't seem to always articulate her ideas in the easiest way possible, but if you listen to what she has to say it seems like they are strategies that could help in the classroom. I give this video a **3 out of 5,** because there are some good things that Cathy has to say, and she says it in such an inclusive way (always using person first language). Adapting Music for Special Learners

media type="youtube" key="o8G0Retu0_0" height="315" width="420"


 * 7). Soundbeam: Music Technology as Assistive Technology**

Soundbeam is a technology that was originally developed by dancers in England, but is now used as a type of music technology in many classrooms today. Soundbeam is a device that uses sensor technology and translates body movement into digitally generated sound. Soundbeam is used in both the general music setting as well as in the music therapy setting. Soundbeam is becoming a "must-have" technology for the classroom in the twenty-first century. Soundbeam technology is something that I could see myself using in the classroom for more then just my students with special needs. This seems like a great resource and a wonderful technology to take advantage of. I give this resource a **5 out of 5.** Along with a link to the Soundbeam website (which has some great information and videos on it), I've also included a rather long, but good video about sound beam that is very infomative, and shows the various uses of Soundbeam and the potential that it holds. I've also included another short article from //SoundTree,// about how this music technology can be used as assistive technology for students, who couldn't otherwise participate in music, to be involved and included. Soundbeam SoundTree

media type="youtube" key="v_LLAqiE-vg" height="315" width="560"


 * 8). Ohio State School for the Blind Marching Panthers**

I went and found this resource after Angela had talked about it in our class. Who wouldn't be intrigued by a blind marching band? I went researching and found an article, with a video about their program and what it means for the students. They have a really neat system for marching around on the field. This marching band is a huge deal for these kids, it would a lot of fun to be involved in something like this. I give this video a **4.5 out of 5** because this is a very inspirational resource that can be used as an encouragement for students, and people of all ages to never give up. Anything is possible. Ohio State School for the Blind Marching Panthers Band


 * 9). Improvisation as Communication: Students with communication disabilities and autism using call and response on instruments**

This article grabbed my attention when I first saw the title. I am very interested in improvisation, and if that can be used as a way to help kids communicate then I'm in. This article follows the stories of three students as they use improvisation as a way to communicate and work on their communication skills. Through using call and response techniques, found all over jazz music, these students were able to express themselves through music, and were able to start communicating through music. I give this article a **4 out of 5,** because these stories are encouraging and give me several ideas of how I can use these call and response techniques in my classroom. Finding ways to include all of my students is the goal, and that is just what Kimberly McCord has done here. Improvising as Communication

__**Other Resources**__

This article deals with strategies that evolve getting to know you student, their family, as well as your faculty, and administration, who can all help you to be a better inclusive teacher with each student you have. Inclusion Strategies that Work
 * Inclusion Strategies that Work**

This article is full of useful information that can be directly applied to my future classroom. This article has lot's of cool ideas of how to be a more inclusive teacher.
 * Barriers to Effective Inclusion and Strategies to Overcome Them**
 * Barriers to Inclusion and Strategies to Overcome Them**

=__**Community Based Learning Project**__= Here is my CBL project. It is a lesson plan, adapted and specialized for a student with an IEP that I work with. [|CBL project (Lesson plan).docx]