Our brief is to demonstrate what techniques and what instruments you might use in order to fully include all students in your music class - from those with obvious additional [eg using a wheelchair] to hidden ones [eg shyness]. A wheelchair user may need nothing more than a wide enough door, and a teacher not leaning over her or him; a shy person might need including in the lesson by stealth, and, for example, careful use of eye-contact and never being asked to do a solo.
|Diane last year at Music College|
|Diane last yr with frog|
My angle is as ever that children's individual needs must be sought out and recognised, and with genuine full-blooded support, you can take your students to the limitless skies. I always open up with the video of the Sparrows at the Royal Albert Hall and describe the various difficulties that would have stopped any of them in their tracks if myself and my support team of teachers and volunteers hadn't done those extra miles.
That's it: my metaphors are as mixed as they can be!
|Victoria last yr Leeds Trinity|
|Victoria last yr at Leeds Trinity|
|Yet another pic of Sparrows at Albert|
Our book Including SEN in the Curriculum:Music is available to buy online from David Fulton's.