Vision 2020: A Review of 20 Years of Inclusion Studies in Music Education

Music Educators ◽

Education For All ◽

Vision 2020 ◽

Handicapped Children ◽

Idea 2004 ◽

The Past ◽

Inclusion has been a prominent topic in music education since the passage of the Education for All Handicapped Children Act of 1974 (now known as the Individuals with Disabilities Education Act or IDEA 2004). In 2000, music educators at the Housewright Symposium presented a list of goals for music education for the year 2020 in a document called Vision 2020, and one of those goals stated that barriers would be removed for the inclusion of all students. The purpose of this literature review was to examine the past 20 years of music education research (1999–2019) to determine how well the inclusion goal of Vision 2020 has been met. Four themes emerged: Perceptions in Schools, Practices in Schools, University Coursework, and Unique Topics. A concluding section summarizes findings and presents implications for meeting the Vision 2020 inclusion goal as it pertains to students with disabilities.

Recent and Continuing Initiatives and Practices in Special Education

Music Educators Journal ◽

10.1177/0027432117733029 ◽

2017 ◽

Vol 104 (2) ◽

pp. 32-37 ◽

Cited By ~ 3

Author(s):

Alice-Ann Darrow ◽

Mary S. Adamek

Keyword(s):

United States ◽

Special Education ◽

Music Education ◽

Individualized Education Program ◽

The United States ◽

Music Educators ◽

Basic Understanding ◽

A number of initiatives in special education have occurred in the United States over the years, some mandated by amendments to the Individuals with Disabilities Education Act. Having a working knowledge of these initiatives allows music educators to have informed discussions with colleagues and parents and participate more fully in Individualized Education Program (IEP) meetings. Adopting special education practices that are appropriate to music education can also promote consistent and coordinated efforts on behalf of students with disabilities. This article includes summaries of current practices and initiatives in special education. For music educators who would like a basic understanding of their colleagues’ discipline, these summaries offer useful information that can facilitate the inclusion of students with disabilities.

Questions on Child and Adolescent Issues

Landmark Cases in Forensic Psychiatry ◽

10.1093/med/9780190914424.003.0016 ◽

2019 ◽

pp. 113-122

Keyword(s):

Child Abuse ◽

Forensic Psychiatry ◽

Child And Adolescent ◽

Education For All ◽

Abuse Reporting ◽

Child Abuse Reporting ◽

Handicapped Children ◽

Questions And Answers ◽

This chapter presents self-test questions and answers on child and adolescent issues in forensic psychiatry and law, and includes child abuse reporting, child custody and parental competencies, juvenile rights, EAHCA (Education for All Handicapped Children Act), and IDEA (Individuals with Disabilities Education Act).

Federal Leadership Perspectives on the Early Years of Special Education

The Journal of Special Education ◽

10.1177/00224669211028591 ◽

2021 ◽

pp. 002246692110285

Author(s):

Zorka Karanxha ◽

Jeannie Kleinhammer-Tramill ◽

Alta Joy Broughton

Keyword(s):

Special Education ◽

Department Of Education ◽

Early Years ◽

Theory Of Change ◽

The Past ◽

Time Period ◽

This article is part of a case study of federal leadership in special education from the perspective of those who served in the roles of Assistant Secretaries of Office of Special Education and Rehabilitation Services (OSERS) and Directors of Office of Special Education Programs (OSEP), or their equivalents in the former U.S. Office of Education and later U.S. Department of Education. The perspectives cover the time-period since the passage of the Education of the Handicapped Act of 1975 to amendments of Individuals with Disabilities Education Act (IDEA) in 1997 and the end of the Clinton administration in 2001. The participants detailed their (a) Career and appointment, (b) vision for educating students with disabilities, (c) theory of change, (d) politics and financial constraints, (e) advocacy, and (f) views of the past, present, and future.

Policy, Preparation, and Practice . . . Oh My! Current Policy Regarding the Paraprofessional Role and Preparation for Working With Students With Disabilities

Journal of Disability Policy Studies ◽

10.1177/1044207320920004 ◽

2020 ◽

Vol 31 (3) ◽

pp. 164-172

Author(s):

Aimee Massafra ◽

Tracy Gershwin ◽

Katrine Gosselin

Keyword(s):

Special Education ◽

Future Research ◽

Current Policy ◽

Individuals With Disabilities ◽

Policy Practice ◽

The Past ◽

Training And Supervision ◽

Over the past two decades, the paraprofessional role has expanded to include a variety of support roles in both general and special education. Although the most recent 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) addressed the necessity of paraprofessional preparation, training, and supervision, the field of education continues to struggle with incorporating these necessary components. In this article, we summarize current policies and standards, both state and federal, for training paraprofessionals in special education. Next, we provide possible recommendations for policy, practice, and future research to ensure the preparation of paraprofessionals and ultimately, the success of students who have disabilities.

IDEA At Age Forty: Weathering Common Core Standards And Data Driven Decision Making

Contemporary Issues in Education Research (CIER) ◽

10.19030/cier.v10i1.9878 ◽

2016 ◽

Vol 10 (1) ◽

pp. 33-44

Author(s):

Vaughn Bicehouse ◽

Jean Faieta

Keyword(s):

United States ◽

Special Education ◽

The United States ◽

Race To The Top ◽

Education For All ◽

High Stakes ◽

The Public ◽

Special education, a discipline that aims to provide specialized instruction to meet the unique needs of each child with a disability, has turned 40 years old in the United States. Ever since the passage of the Education for All Handicapped Children Act (P.L. 94-142) in 1975, every state has been directed to provide a free and appropriate education for all students with disabilities (Gallagher, 2000; Rothstein, 1995). The focus of this paper is to revisit the foundations of the special education movement in the United States to show how special education has progressed since 1975. The current Race to the Top movement impacts school districts across the nation, creating great concern about what this means for students with disabilities and how it affects their struggle to succeed within the public school domain. In fact, after 40 years, (P.L. 94-142) known as the Individuals with Disabilities Education Act, IDEA, is the current high stakes standards and assessment climate taking the “special” out of special education?

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

Dynamic Assessment With Bilinguals: A Focus on Increasing Clinicians' Confidence

10.1044/cds22.3.112 ◽

2015 ◽

Vol 22 (3) ◽

pp. 112-121 ◽

Cited By ~ 4

Author(s):

Brenda K. Gorman

Keyword(s):

Standardized Tests ◽

Dynamic Assessment ◽

English Speakers ◽

Bilingual Children ◽

Assessment Practices ◽

Speech Language Pathologists ◽

Idea 2004 ◽

Effective Dynamic ◽

Speech-language pathologists (SLPs) are obligated to judiciously select and administer appropriate assessments without inherent cultural or linguistic bias (Individuals with Disabilities Education Act [IDEA], 2004). Nevertheless, clinicians continue to struggle with appropriate assessment practices for bilingual children, and diagnostic decisions are too often based on standardized tests that were normed predominately on monolingual English speakers (Caesar & Kohler, 2007). Dynamic assessment is intended to be a valid and unbiased approach for ascertaining what a child knows and can do, yet many speech-language pathologists (SLPs) struggle in knowing what and how to assess within this paradigm. Therefore, the aim of this paper is to present a clinical scenario and summarize extant research on effective dynamic language assessment practices, with a focus on specific language tasks and procedures, in order to foster SLPs' confidence in their use of dynamic assessment with bilingual children.

Unpacking the Logic of Compliance in Special Education: Contextual Influences on Discipline Racial Disparities in Suburban Schools

Sociology of Education ◽

10.1177/00380407211013322 ◽

2021 ◽

pp. 003804072110133

Author(s):

Catherine Kramarczuk Voulgarides ◽

Alexandra Aylward ◽

Adai Tefera ◽

Alfredo J. Artiles ◽

Sarah L. Alvarado ◽

...

Keyword(s):

Special Education ◽

Civil Rights ◽

Problem Behaviors ◽

Organizational Structures ◽

School Level ◽

Social Force ◽

Idea 2004 ◽

Race And Racialization ◽

The Individuals with Disabilities Education Act ([IDEA] 2004; IDEA Amendments 1997) is a civil rights–based law designed to protect the rights of students with disabilities in U.S. schools. However, decades after the initial passage of IDEA, racial inequity in special education classifications, placements, and suspensions are evident. In this article, we focus on understanding how racial discipline disparities in special education outcomes relate to IDEA remedies designed to address problem behaviors. We qualitatively examine how educators interpret and respond to citations for racial discipline disproportionality via IDEA at both the district and the school level in a suburban locale. We find that educators interpret the inequity in ways that neutralize the racialized implications of the citation, which in turn affects how they respond to the citation. These interpretations contribute to symbolic and race-evasive IDEA compliance responses. The resulting bureaucratic and organizational structures associated with IDEA implementation become a mechanism through which the visibility of race and racialization processes are erased and muted through acts of policy compliance. Thus, the logic of compliance surrounding IDEA administration serves as a reproductive social force that sustains practices that do not disrupt locally occurring racialized inequities.

Status of Inclusive Educational Placement for Students With Extensive and Pervasive Support Needs

Inclusion ◽

10.1352/2326-6988.5.2.83 ◽

2017 ◽

Vol 5 (2) ◽

pp. 83-93 ◽

Cited By ~ 5

Author(s):

Mary E. Morningstar ◽

Jennifer A. Kurth

Keyword(s):

General Education ◽

Past Research ◽

Support Needs ◽

Educational Placement ◽

General Education Curriculum ◽

Policies And Procedures ◽

Education Act ◽

Restrictive Environment

Abstract Reauthorization of the Individuals with Disabilities Education Act (IDEA) in 2004 established procedural mandates and accountability requirements ensuring all students with disabilities participate and progress in general education curriculum. Broadly speaking, improvements toward greater access have been found for many students with disabilities; however, the extent to which this holds true for students with extensive and pervasive support needs is not evident. Past research associated with least restrictive environment (LRE) for students with extensive and pervasive support needs was considered when replicating previous research using the cumulative placement rate to analyze LRE data for students with extensive and pervasive support needs (autism, intellectual disability, deaf blindness, and multiple disabilities). Results indicate that student with extensive and pervasive support needs have substantially less positive LRE placement trends over the past 15 years with most placed in separate classrooms and settings. Recommendations for transforming federal and state policies and procedures are shared.

Trans Voices Speak: Suggestions from Trans Educators about Working with Trans Students

Music Educators Journal ◽

10.1177/00274321211038481 ◽

2021 ◽

Vol 108 (1) ◽

pp. 50-56

Author(s):

Christopher Cayari ◽

Felix A. Graham ◽

Emma Joy Jampole ◽

Jared O’Leary

Keyword(s):

Identity Development ◽

Music Education ◽

Music Educators ◽

Gender Nonconforming ◽

The Past ◽

Music Making ◽

Trans People ◽

The Social ◽

And Gender ◽

Music Classrooms

The social climate in the past decade has seen a rise in visibility of trans students in music classrooms and ensembles, leading to a need for scholarship on how to serve this growing population. Literature is being published to address this topic; however, the lack of scholarship by trans educators might lead many music educators to conclusions and practices that can be, at the very least, discouraging to some trans students and may disrupt their learning experiences. This article was written by four educators who identify as part of the trans community (a genderfluid and gender-nonconforming individual, a trans man, a trans woman, and a gender-nonbinary person) to fill this gap in the literature by illuminating some of the pitfalls inherent in the lack of discussion on (and by) trans people in music education. In addition, this article provides five actionable suggestions for working with trans students: (1) Learn about the trans community, (2) inspect your language and biases, (3) represent the diversity of trans people in your teaching, (4) promote healthy music-making and identity development, and (5) model allyship.

Handbook of Research on Classroom Diversity and Inclusive Education Practice - Advances in Educational Technologies and Instructional Design ◽

The Foundation of Inclusion in Federal Legislation and Litigation

10.4018/978-1-5225-2520-2.ch002 ◽

2017 ◽

pp. 27-52 ◽

Cited By ~ 2

Author(s):

Mitchell L. Yell ◽

Christine A. Christle

Keyword(s):

Least Restrictive Environment ◽

Team Members ◽

Student Placement ◽

Placement Decisions ◽

Federal Mandate ◽

Education Act ◽

Restrictive Environment ◽

Historical Antecedents

The foundation of inclusion in special education law is the least restrictive environment (LRE) mandate of the Individuals with Disabilities Education Act. This federal mandate requires that all students with disabilities receive their education with students without disabilities to the maximum extent appropriate. Our purpose in this chapter is to examine the legal basis of inclusion. We first review the historical antecedents of inclusion. Second, we examine the LRE mandate and the student placement requirements of the IDEA. Third, we survey the most important case law rulings regarding LRE and the placement of students with disabilities. Fourth, we consider strategies that have been used to promote inclusive placements and briefly review the literature on these strategies. We end this chapter by offering principles to guide IEP team members in making educationally beneficial and legally correct placement decisions for students with disabilities.