MECA Course Syllabus VanderCook College of Music, 3140 S ...

MECA Course Syllabus
6753 Successfully Including Children on the Autism Spectrum in Music Classes,
Rehearsals, & Ensembles, Summer 2013
Elizabeth Chappell
512-660-7153
eliz.chappell@gmail.com
Immerse yourself in a foundation of knowledge related to successfully teaching children
with autism in elementary and secondary music classrooms. Specific topics covered in
this class include strategies that facilitate participation, music skill development, and
enjoyment for children on the autism spectrum, as well as challenges related specifically
to sensory, behavior, and social challenges that can impede positive inclusion
experiences. The class format will include discussion, research, lesson design, and
lectures.
This Syllabus is subject to change upon notification to the students in a regular class
session.
Instructional Materials
Adamek, M.S., Darrow, A. A., (2010) Music in Special Education. Silver Spring, MD. The
American Music Therapy Association.
Jellison, J. A. (2009). Including Everyone: Successful Learning Experiences for Children
with Disabilities. Book manuscript. (sections included in course packet)
Disabilities Information Pages (2006). On-line resources for 19 disabilities and a general
information site (cml@music.utexas.edu), Center for Music Learning, School of Music,
The University of Texas at Austin.
Course Content
• Responsibility for Learning- Music skill, participation, and classroom
environment is your responsibility.
• Proactive Instruction- The use of instructional procedures that facilitate all
students’ successful participation in quality music experiences.
• Accessible Flexible Curriculum- A single curriculum that addresses the needs
of students with a wide range of ability levels.
• Documentation of Progress- Assessment of student behavior and achievement
as an integral component of the teaching process.
• Philosophy of Inclusion- Consideration of the philosophical and legal issues
surrounding the provision of services for students with disabilities.
• Collaboration- The efficient and effective practice of collaborating with
knowledgeable, supportive, and optimistic individuals outside the classroom:
parents, special educators, music therapists, behavior, occupational, and
speech therapists.
• A Culture of Cooperation, Acceptance and Community- Attitudes, words and
actions that shape all student behaviors and foster a culture that provides a
safe and supportive environment for every student to develop to their full
potential.
• Persistence, Optimism and Skill- Inseparable Components of a long-term plan
for all students to include music as part of their quality of life.
VanderCook College of Music, 3140 S. Federal St., Chicago, IL 60616
312.788.1133
meca@vandercook.edu

MECA Course Syllabus
Course Learning Objectives
By the end of the week, you will be able to do each of the following in a limited context:
• Identify meaningful music goals and activities that are important for all
students now and throughout their adult lives.
• Describe the abilities and deficits associated with autism spectrum disorders
and how these behaviors may or may not affect participation and skill
development.
• Describe elements in the learning environment that may affect student
learning and behavior.
• Plan hierarchical sequences of student behavior directed toward desired goals.
• Develop practical techniques for the ongoing assessment of individual student
behavior.
• Develop proactive strategies toward fostering appropriate social and musical
goals for all students.
• Develop strategies for successfully including children with autism spectrum
disorders into music activities with typical peers.
• Develop plans for professional growth in areas of knowledge related to this
course.
MECA courses and ISBE Standards
MECA courses, by their very nature and design, address the ISBE Music Content and
Professional Teaching Standards throughout the course content. Music technology
courses also incorporate the ISBE Technology Standards.
VanderCook Candidate Outcomes Addressed
The outcomes that the College strives to develop in its teacher candidates were derived
from the institution’s Conceptual Framework and are expressed in its core dispositions.
This course addresses the following Candidate Outcomes:
1. A high level of musicianship
2. Academic ability and diligence leading to a lifetime of learning
3. Skill in the process of teaching
4. Self-discipline and persistence
5. Interpersonal and intrapersonal skills
6. Good citizenship and personal integrity
7. Building pragmatic links with educational programs in diverse communities
8. Professionalism in action word, and appearance
Course Requirements and Exit Assessment
1. Complete a Task Analysis related to music specifying all component behaviors with an
action verb. (details to be discussed in class). Be specific. You will have time to discuss
your list of behaviors with another member of the class, considering the order and
consequence of omitting specific tasks. Reorganize your plans into one task analysis
specifying essential components of the final behavior. These task analyses will be
included and/or referenced in your access plan (see #3 below)
2. Personal Applications. Consider the material from the book and manuscript chapter
readings and comment on ideas in relation to your own thoughts and experiences as a
teacher, learner, and citizen. Write at least two thoughtful, meaningful, and logical
questions/comments that were generated as a result of your reading.
VanderCook College of Music, 3140 S. Federal St., Chicago, IL 60616
312.788.1133
meca@vandercook.edu

MECA Course Syllabus
3. Access Plan. Over the course of the week while working in a small group, you will:
describe a student with autism to be included in your ensemble or classroom (physical
needs, strengths and accomplishments, preferences and interests); list related services
and support; describe the routine and physical characteristics of the teaching
environment in which he or she will be included; list music and social goals for the entire
class; list required task analyses which address these goals; describe curricular and
classroom activities that address these goals; describe the instructional format; consider
the socio-emotional climate of the class; consider information to be gathered through
collaboration; consider long term music goals for this student; describe methods of
assessment; and determine supplementary learning goals embedded in the music
activities. Discuss and design aspects of a music program that can be accessible to this
child by using strategies that involve the entire class, and a behavior plan that addresses
individual excesses and deficits. Use the CML website, books, findings from research, or
materials available from class as references.
Forms and examples for each of the sections for your Access Plan will be discussed in
class. Drafts for some sections will be developed and discussed throughout the week.
4. Each student will prepare a brief Summary and Reflection of gains in skill and
knowledge and describe plans for professional growth in areas of knowledge related to
this course.
Grading Scale
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 59 & below
• 10% Task Analysis
• 15% Personal Applications
• 30% Access Plan
• 15% Summary Reflections
• 30% Participation
Attendance and Conduct
Attendance at all classes for the full day is required. A student's grade will be reduced by
one letter grade for each half-day that the student misses. If a student is absent for any
portion of either the morning or afternoon session, it is viewed as a half-day absence.
All students must sign all attendance sheets for each course. An attendance sheet will
be distributed each morning shortly after class begins and each afternoon shortly before
dismissal. If a student does not sign an attendance sheet, the assumption will be made
that a half-day absence has occurred for the sheet not signed.
Please silence cell phones during class lecture or discussion.
VanderCook College of Music, 3140 S. Federal St., Chicago, IL 60616
312.788.1133
meca@vandercook.edu

MECA Course Syllabus
Academic Honesty
Candidates are expected to maintain the highest standards of integrity in their academic
work. Failure to do so will jeopardize a candidate’s success in the program. Examples of
academic dishonesty include:
• Presenting another’s words, music, or concepts as your own by failing to
acknowledge or properly cite the source.
• Communicating or receiving answers or information to/from another in a testing
situation.
• Consulting notes or any other source of answers/information in a testing situation,
unless the instructor authorizes such access.
• Making available or accessing tests or quizzes from current or previous classes
unless explicitly authorized by the instructor.
• Bringing, by any means, answers or information into a testing situation except as
explicitly authorized by the instructor.
• Collaborating or turning in jointly produced work on any test or assignment that is
intended to reflect individual effort.
Plagiarism
Plagiarism means taking someone else’s words, ideas, data or work and presenting them
as your own. This could mean an exact duplication of someone else’s work without
proper citation of the source, or it could mean you present it with only small changes and
do not cite the source. Plagiarism can occur in art, music, literature, or technology –
really in any area of intellectual work.
All work submitted should be properly credited to the original source of the information or
idea whether the source is a book, Internet site, article, or any other medium. In written
work, quotation marks or block indentations show direct quotations and the source must
be cited. If information that is not common knowledge is paraphrased or summarized
from a source, that source (including websites) must be cited. Failure to do so in
academic assignments represents cheating and carries the appropriate penalties.
Copyright compliance is the goal of VanderCook College. Information to help with
clarification of what constitutes fair use of copyrighted material, including photocopying,
is on permanent reserve in the Ruppel Library.
No candidate should expect to receive a passing grade on any test or assignment that
reflects dishonesty or academic irregularity. Cheating in any form may result in failure of
the class and academic expulsion.
Disability Statement
If a student has a disability which might interfere with that student’s ability to function in
this course it is the responsibility of that student to notify the instructor at the beginning
of the course.
VanderCook College of Music, 3140 S. Federal St., Chicago, IL 60616
312.788.1133
meca@vandercook.edu