Including Everyone

Preface Acknowledgments Chapter 1. Who's Here? Overview Describing, Grouping, and the Bell Curve Definitions, Assessments, and Attitudes Schoolwide Services: An Overview IDEA Section 504 RTI Music Capabilities Chapter 2. What's the Point? Overview The "Traditional" Music Program: Who Decides What and How to Teach? Facing the Good and Not So Good Facts Adult Participation and Attitudes Status of Music Education Student Participation and Achievement Rethinking Issues of "Stuff" and Time Making Changes with Ideas That Work Principles of Transition and Transfer Steps for Designing Meaningful Music Programs Chapter 3. Where Do I Start? Overview Principle 1. Culturally Normative Music Experiences and Socially Valued Roles Theory and Research: Quality of Life Applications and Strategies: Quality of Life in Music Classrooms Principle 2. Frequent, Positive, and Reciprocal Peer Interactions Theory and Research: Social Ecology Influences Learning Applications and Strategies: Musical and Social in a Climate of Inclusion Principle 3. Fostering Self-Determination Theory and Research: The Concept of Self-Determination Applications and Strategies: Experiencing Autonomy, Competence, and Good Feelings Principle 4. Collaboration and Coordinated Efforts Theory and Research: The Process of Collaboration Applications and Strategies: Getting Involved and Building Relationships Chapter 4. Now What? Overview Universal Design: Architecture to Education Significant Changes in Curricular and Instructional Practices A Model for Effective Inclusive Music Programs Creating a Quality Music Program and a Culture of Inclusion Gathering Information Planning and Implementing Strategies Thinking Ahead Appendix A. Historical Timeline Appendix B. From Exclusion to Inclusion Appendix C. IDEA: History, Premises, Interpretations Appendix D. Significant Changes in Practices: 1970s to the Present Learn More: Individual and Group Activities Notes Index