9/13/10 - 3 Points of Interest on Chapter 16

1. "Also, although it is tempting to focus on the possible therapeutic values of musical involvement for exceptional children, general music teachers are rarely trained as music therapists" (pg. 400). I don't think that music teachers necessarily need to be trained as music therapists to be able to assist children with disabilities. The general music teacher will have to be in control of the entire classroom, and will have many responsibilities relating to all the students. If they are trained in the basic rudiments of how to teach, nurture, and encourage exceptional students to do the best they can despite their disabilities, then they will be effective teachers. Additional training may be beneficial, but I don't think it is necessary to be a good, well-rounded teacher.

2. "The key to success is the willingness of the teachers to adapt instruction to meet the needs of exceptional children" (pg. 403). I think that this is a very important thing for teachers to do, but not at the expense of the other students. Sometimes I have been in a classroom when the teacher will direct all of their attention to the students with special needs. This was frustrating to me, and I quickly became bored and lost interest and excitement in the class. I have needs too. I think the best scenario would be a teacher who structured the class for the average student, and then focused on specific lesson plans for exceptional students. Teachers also have an obligation to provide special lesson plans for gifted and talented students.

3. "As with learning disabilities, many children with ADHD have normal intelligence" (pg. 407). I don't understand why more people don't accept this fact as being true. There are many disabilities that children, teenagers, and adults have that have nothing to do with their intelligence or capacity to do well in the course. The book mentions ADHD and other disorders, but teachers should know about these and other disabilities that children suffer from. Many children also suffer from depression, anxiety disorder, OCD, and social autism. These children are clearly as intelligent as the rest of the students, if not more intelligent. Teachers, in general, should not try to treat these students any differently, unless the student specifically asks for extra help. They will be able to be great students on their own. Some of them might even be the most talented in the class.