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Continuum of Services. Foundations of Inclusion. Why Inclusion? Human potential movement General systems theory Principle of Normalization Self-determination movement. Continuum. Full Inclusion model Collaborative/supportive model Social mainstreaming Home class model

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Presentation Transcript
foundations of inclusion
Foundations of Inclusion

Why Inclusion?

  • Human potential movement
  • General systems theory
  • Principle of Normalization
  • Self-determination movement
continuum
Continuum
  • Full Inclusion model
  • Collaborative/supportive model
  • Social mainstreaming
  • Home class model
  • Resource room pull-out model
  • Nonacademic model
  • Mainstreamed model
  • Self-contained model
  • Other options
full inclusion model
Full Inclusion model
  • Reg. Ed. 100%
    • Music Ed. may consult with classroom teacher, special educator, music therapist, other professionals to develop appropriate instructional adaptations.
collaborative supported instruction model
Collaborative/supported instruction model
  • Gen Ed. and Spec. Ed. teachers work together to meet instructional needs.
  • Option of team teaching
    • Music Ed. may consult with classroom teacher, special educator, music therapist, other professionals to develop appropriate instructional adaptations.
social mainstreaming
Social Mainstreaming
  • Students with severe disabilities included in reg. classroom for social development
  • Student is not expected to meet curricular demands of the typical students
    • Attends Music class with same age peers.
    • Mus. Ed. makes adaptations to include student in music experiences.
home class model
Home Class model
  • Student begins and ends day with reg. ed. peers, but attends special programming for the remainder of the day.
    • Mus Ed. provides age and ability appropriate music experiences.
    • Student may attend Music programming with reg. ed. peers OR have music in self-contained setting.
resource room pull out model
Resource Room Pull-out model
  • Student is educated in gen ed. classroom.
  • Spec. Ed. professionals pull student out for individualized services (speech tx, physical tx, music tx…)
    • Student attends music classes with regular classroom peers.
nonacademic model
Nonacademic model
  • Student educated primarily in self-contained classroom
    • Joins music class with same aged peers
mainstream model
Mainstream model
  • Student participates in selected gen. ed. classes with same aged peers- such as art, music, & phys. ed.
  • Student is expected to maintain appropriate performance levels and behaviors.
    • Mus Ed. addresses objectives found on IEP and should consult for adaptation ideas
self contained model
Self-contained model
  • Student is educated in spec. ed. classroom for entire day.
    • Mus. Ed. often asked to provide age and ability appropriate music experiences for entire spec. ed. class
    • Focus of music is Music learning
other options
Other Options
  • Separate schools for specific types of disabilities
  • Residential facility
  • Homebound or Hospital placement
    • Music therapist provides individualized treatment in 1:1 and group settings.
    • Music learning may be an aspect of treatment goals
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