Continuum of Services Foundations of Inclusion Why Inclusion

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 Resource room pull-out model Nonacademic model Mainstreamed model Self-contained model Other options

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 • 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 • 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 • 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 • 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 • Student educated primarily in selfcontained classroom – Joins music class with same aged peers

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 • 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 • 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