Including Students with Severe Disabilities in Music Classrooms

2019 ◽  
Vol 32 (3) ◽  
pp. 23-25
Author(s):  
Ellary A. Draper
Keyword(s):  
Physical Education ◽  
Severe Disabilities ◽  
Neighborhood Schools ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
Education Act ◽  
Students With Severe Disabilities ◽  
Music Classrooms

Since the passing of what we now call the Individuals With Disabilities Education Act, or IDEA, students who were previously educated in separate facilities or campuses are now educated in their neighborhood schools. Even though students with severe disabilities are now in their neighborhood schools, many spend the majority of their day in separate classrooms. When they are not in separate classrooms, it is possible students with severe disabilities are participating in art, physical education, and music classes alongside their same-aged peers.

Meaningful Connections: Making Inclusion Work

2018 ◽  
Vol 32 (2) ◽  
pp. 31-33 ◽  
Author(s):  
Ellary A. Draper
Keyword(s):  
Students With Disabilities ◽  
Neighborhood Schools ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
Inclusive Schools ◽  
Restricted Environment ◽  
Least Restricted Environment ◽  
Education Act ◽  
Meaningful Connections

For many years, students with disabilities were educated in separate facilities on separate campuses from their same aged peers. With the original passing of what we now call the Individuals with Disabilities Education Act, these students were, and still are, required to be educated in the least restricted environment. Students with disabilities who had previously been separated were brought into their neighborhood schools. As we continue to see more and more students with disabilities in inclusive schools and classrooms, it is important that we work together and collaborate with other teachers and therapists in our schools to provide the best education to these students.

Individual Education Programs: What Music Teachers Need to Know When Working With Students With Disabilities

2020 ◽  
Vol 33 (3) ◽  
pp. 42-45
Author(s):  
Ellary A. Draper
Keyword(s):  
Students With Disabilities ◽  
Music Teachers ◽  
Individualized Instruction ◽  
Individual Education Program ◽  
Individuals With Disabilities ◽  
Disabilities Education Act ◽  
History Of ◽  
Education Act ◽  
Music Classrooms ◽  
Individual Education

Since the original passing of the Individuals with Disabilities Education Act in 1975, students with disabilities are required to have services that are individualized to meet their needs as documented in their Individual Education Program, or IEP. These documents can often be long and determining the implications for students in music classrooms can be difficult. This article details the history of Individuals with Disabilities Education Act, what is required to be included in the IEP, and what music teachers need to know to be able to apply goals, adaptions, and individualized instruction from students’ IEPs in music classrooms.

Adapted Physical Education: Meeting the Requirements of the Individuals With Disabilities Education Act

2021 ◽  
pp. 004005992110383
Author(s):  
Mitchell L. Yell ◽  
Scott McNamara ◽  
Angela M. T. Prince
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Individualized Education Program ◽  
Department Of Education ◽  
Adapted Physical Education ◽  
Individuals With Disabilities ◽  
Education Services ◽  
Free Appropriate Public Education ◽  
Disabilities Education Act ◽  
Education Act

The Individuals with Disabilities Education Act (IDEA) requires that school districts provide eligible students with specially designed instruction that confers a free appropriate public education (FAPE). Depending on the unique needs of a student, FAPE may include physical education services. The IDEA also requires that a student’s individualized education program (IEP) include adapted physical education services, when deemed necessary to meet a student’s needs. In this paper we (a) define and compare physical education and adapted physical education, (b) examine the FAPE of the IDEA requirements regarding physical education and adapted physical education, (c) review a recent policy letter issued by the U.S Department of Education on adapted physical education, (d) highlight several court cases on adapted physical education for students with disabilities, and (e) offer guidance on when to include physical education and adapted physical education in students’ IEPs.

“How Can a Student with Severe Disabilities Be in a Fifth-Grade Class When He Can’t Do Fifth-Grade Level Work?” Misapplying the Least Restrictive Environment

2019 ◽  
Vol 45 (1) ◽  
pp. 23-27
Author(s):  
Michael F. Giangreco
Keyword(s):  
General Education ◽  
Least Restrictive Environment ◽  
Severe Disabilities ◽  
Fifth Grade ◽  
Team Members ◽  
Disabilities Education Act ◽  
Education Act ◽  
Students With Severe Disabilities ◽  
Restrictive Environment ◽  
Inclusive Schooling

This article briefly responds to the following question: Why aren’t more students with severe disabilities being placed in general education classrooms? I offer five reasons why more students with severe disabilities are not included, because: (a) ableism persists, (b) schools continue to misapply the least restrictive environment provisions of the Individuals with Disabilities Education Act in placement determinations, (c) too many team members have difficulty conceptualizing curricular inclusion, (d) some professionals pit placement against instruction as an “either/or” proposition, and (e) typical approaches to systems change leave behind students with severe disabilities. The article calls on the field to continue and speed the change process so that more students can benefit sooner from inclusive schooling.

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