Timothy DeSimone

MUS 150
October 3, 2017

Equal Opportunities
Response to Hammel and Hourigan
Hammel, A. M., & Hourigan, R. M. (2017). Chapter 1:Public education within a
democracy. In,Teaching music to students with special needs: A label-free
approach(2nd ed.). New York: Oxford University Press.

When a child is sent to school, the expectation is a great leveling of the playing field.
Armed with an education, one can achieve anything, and conquer their dreams. We hold these
dreams sacred, that anything is achievable with hard work, and dedication. Unfortunately, we
know that every school is different, and unequal. As a result, some are left behind while others fly
ahead. That equality is lost, and it fails the people it is designed to serve.
Currently, the inequities among our schools are reliant upon a host of factors. For
example, the wealth of the community. Students in low-income areas typically attend schools
lacking the recourses of a school in a wealthier area. Teachers are payed better, bringing in better
workers, and boosting the value of the school. These are problems that need to be addressed.
Special Education are programs designed to assist students with disabilities that interfere
with their schooling. These can be mental or physical disabilities. Just like the rest of the school,
these programs are not created equal. These programs cost money, and depending on the
funding they receive, vary greatly in services provided, and the quality of these services. In the
band room, there is little research and time spent including these students. In recent years public
schools have become more inclusive to special education students, and as a result the band room
has learned to adapt.
There are six types of disabilities. Cognitive deals with the ability to receive and commit
information to memory. Communication is the inability to effectively communicate feeling, content,
and emotion. Expressive language is the ability to receive and understand language from others.
Language and Culture is when a student has not yet assimilated into their new environment, and is
held behind by the inability to communicate effectively with their class or group. Emotional is a
variety of issues, particularly a struggle with relationships, fears, or mood. Sensory issues are one
where senses are overloaded, putting the individual on edge or nervous. When a student exhibits

MUS 150 "1

any of these patterns, it can be difficult for them to be a member of the class, and special care is
needed to include them. It is the job of the teacher to make sure this occurs.
It is important to drop the label, because every student is different. Every student has
their own problems or issues that need to be dealt with one on one. If a class is taught in a
singular way, someone will be left behind. As educators, we must do what we can to make sure
ALL students are a part of the team.

Questions:
How do we encourage students (particularly young ones) to be more inclusive, open,
and friendly to classmates with disabilities?

What opportunities exist outside the music room for special eduction students? How do
we bridge the gap from class to community?

MUS 150 "2