Using a Music Therapy Collaborative Consultative Approach - World ...

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Bricker, 1993; Wolery & Wilbers, 1994). It is recommended practice that young children
with special needs receive their special and related services embedded in ongoing classroom
routines and activities (Buysse & Bailey, 1993; Lamorey & Bricker, 1993; Sandall, McLean,
& Smith, 2000). Bricker, Pretti-Frontczak, and McComas (1998) define embedded as “a
procedure in which children are given opportunities to practice individual goals and
objectives that are included within an activity or even that expands, modifies or adapts the
activity/event while remaining meaningful and interesting to children” (p. 73). The
rationales for inclusive service delivery are manifold: (a) to minimize stigma and isolation,
by having the child remain in class with her/his peers; (b) to capitalize on the child’s
naturally occurring learning opportunities by providing support in context; (c) to increase the
number of experiences that promote learning, by addressing the problem whenever it occurs;
(d) to promote social competence by keeping the child involved in activities with classroom
peers; (e) to increase generalization by practicing the skills needed in the place they are
needed; and (f) to ensure consistency by having all the adults working with a child be aware
of why and how to provide intervention (McWilliam, 1996; Wolery & Wilbers, 1994).
2.1.3.2 Interdisciplinary Team Approach and Individualized Family Service
Plan/Individualized Education Program
In order to understand and address the complex needs of young children with
disabilities and their families, a team (including family members and members across
professional disciplines) is needed to ensure the availability of adequate support and services.
In Early Intervention/Early Childhood Special Education, it is recommended that
professionals work in interdisciplinary teams. Each specialist is responsible for his area of