11/3/10 - 3 Points of Interest on Chapter 16

1. "The federal government encourages but does not require states to create and fund special programs for gifted and talented students" (pg. 399). I think it's great that the federal government even goes so far as to encourage states and school districts to have special programs for gifted and talented students. But I don't believe it is the government's job to provide the money for such programs. I think that public schools have enough trouble getting money to have running water and electricity that works. From an idealistic vantage point, it always sounds like a good idea to create special programs for the gifted and talented, but are these programs practical? Perhaps the answer lies in technology. Hopefully there will come a time when children can learn at their own pace due to the technological capacity of the future music room.

2. "Because learning disabled is an umbrella term covering a wide range of behaviors, it is difficult to state principles that will apply in every case" (pg. 407). Music educators should plan and be ready for every type of situation one may encounter. Obviously, the new music educator will have to learn by experience all the different types of disabilities, diseases, and disorders that a child may come into the classroom with. Even a veteran music educator who has been teaching for a very long time might come into contact with certain cases that he or she has never experienced before. I think in all cases a good deal of patience will go a long way in helping the teacher, student, and specialist(s) to assist the child.

3. As a result of their behavior, depressed children are often socially isolated and in trouble academically" (pg. 410). Like all children, children that suffer from depression come in all varieties. Some appear as though they are shy and detach themselves from the group. Others are more animated and just as likely to participate in a normal fashion like most children. Often times, children suffering from depression are ignored and considered a nuisance for teachers to deal with. In situations when it is apparent that children are suffering from depression, there is a lot that a music educator can do to help the child to feel at ease, or feel better about their situation. A lot of the time, this depression comes from the home, and teachers need to be extra sensitive when dealing with these students. They need love and support, encouragement, and strength. But most of the time, I think they just want to be treated like everyone else.