Resources:
Community Music Inclusion
Kennedy Center, VSA
Guiding Principles for Inclusion
Music Inclusion Strategies: HighSchool Ensemble Model Cornerstone Assessments
Music Inclusion Strategies: Middle School Ensemble Model Cornerstone Assessments
Repertoire
My story:
My younger brother has Down Syndrome and my younger sister is a special education teacher. As a family, we're passionate about inclusive school environments. Throughout high school, my brother was in band, history, and science classes with his peers in regular education. My sister leads a Special Olympics Project Unify team at her school. As a public school band director, I would take students from my band each semester to have "jam sessions" or to play carols with students in special education. These interactions are not just beneficial for students with disabilities; they have as much if not more impact on students in regular education.
I have seen first-hand the power of community integration in my brother's life as he has grown into more independent adulthood. Inclusion is important for him, but it is vital to fostering a tolerant and understanding community as well.
I know from experience that inclusion can be difficult in the music classroom. There is currently very little literature to create truly inclusive environments for all students. I am working to commission pieces that will begin to fill this void, and I aim to establish a body of literature that is accessible and engaging for performers at multiple levels.
Community Music Inclusion
Kennedy Center, VSA
Guiding Principles for Inclusion
Music Inclusion Strategies: HighSchool Ensemble Model Cornerstone Assessments
Music Inclusion Strategies: Middle School Ensemble Model Cornerstone Assessments
Repertoire
My story:
My younger brother has Down Syndrome and my younger sister is a special education teacher. As a family, we're passionate about inclusive school environments. Throughout high school, my brother was in band, history, and science classes with his peers in regular education. My sister leads a Special Olympics Project Unify team at her school. As a public school band director, I would take students from my band each semester to have "jam sessions" or to play carols with students in special education. These interactions are not just beneficial for students with disabilities; they have as much if not more impact on students in regular education.
I have seen first-hand the power of community integration in my brother's life as he has grown into more independent adulthood. Inclusion is important for him, but it is vital to fostering a tolerant and understanding community as well.
I know from experience that inclusion can be difficult in the music classroom. There is currently very little literature to create truly inclusive environments for all students. I am working to commission pieces that will begin to fill this void, and I aim to establish a body of literature that is accessible and engaging for performers at multiple levels.