Table of Contents

Preface
Acknowledgments

Chapter 1. Who's Here?
Overview
Describing, Grouping, and the Bell Curve
Definitions, Assessments, and Attitudes
Schoolwide Services: An Overview
IDEA
Section 504
RTI
Music Capabilities

Chapter 2. What's the Point?
Overview
The "Traditional" Music Program: Who Decides What and How to Teach?
Facing the Good and Not So Good Facts
Adult Participation and Attitudes
Status of Music Education
Student Participation and Achievement
Rethinking Issues of "Stuff" and Time
Making Changes with Ideas That Work
Principles of Transition and Transfer
Steps for Designing Meaningful Music Programs

Chapter 3. Where Do I Start?
Overview
Principle 1. Culturally Normative Music Experiences and Socially Valued Roles
Theory and Research: Quality of Life
Applications and Strategies: Quality of Life in Music Classrooms

Principle 2. Frequent, Positive, and Reciprocal Peer Interactions
Theory and Research: Social Ecology Influences Learning
Applications and Strategies: Musical and Social
in a Climate of Inclusion

Principle 3. Fostering Self-Determination
Theory and Research: The Concept of Self-Determination
Applications and Strategies: Experiencing Autonomy, Competence, and Good Feelings

Principle 4. Collaboration and Coordinated Efforts
Theory and Research: The Process of Collaboration
Applications and Strategies: Getting Involved and Building Relationships

Chapter 4. Now What?
Overview
Universal Design: Architecture to Education
Significant Changes in Curricular and Instructional Practices
A Model for Effective Inclusive Music Programs
Creating a Quality Music Program and a Culture of Inclusion Gathering Information
Planning and Implementing Strategies
Thinking Ahead

Appendix A. Historical Timeline
Appendix B. From Exclusion to Inclusion
Appendix C. IDEA: History, Premises, Interpretations
Appendix D. Significant Changes in Practices: 1970s to the Present
Learn More: Individual and Group Activities
Notes
Index

About the Author

Judith Jellison is the Mary D. Bold Regents Professor of Music in the Sarah and Ernest Butler School of Music at the University of Texas at Austin where she is a member of the Academy of Distinguished Teachers and holds the title of University Distinguished Teaching Professor.

Reviews

"Judith Jellison has written a landmark book that music and special educators will use as a guide for how to include and teach all children with exceptionalities." - Kimberly McCord, Professor of Music Education, School of Music, Illinois State University
"[A] substantial addition to the literature on music education for students who are struggling in school and those with disabilities. Jellison addresses some of the most important initiatives in education today, as well as the attitudes and principles that govern successful inclusion practices." - Alice-Ann Darrow, Irvin Cooper Professor of Music Education and Music Therapy, College of Music, Florida State University