Campbell, P. (2008). Musician & Teacher, an Orientation to Music Education. New York, NY: Norton.
In chapter 11 of Musician and Teacher, Patricia Campbell primarily explores inclusion of "Exceptional Learners" - including students with learning disabilities, physical and mental impairments, gifted and talented students, students with limited English, and from all cultures. This includes making sure that all students can learn in the "least restrictive environment" - that is, equal opportunity in integrated studies with all of their peers, as well as individualized support and extension where applicable. Music teachers can work with such resources as individual education plans (IEP), school counselors, and education specialists in their school to make each of their students' learning a priority.
My favorite thing about Musician and Teacher is the illustrative narratives that go along with each chapter. The narratives in Chapter 11 were particularly valuable in building an understanding of teaching students of various exceptionalities. In particular, the segment about the Somali girl in elementary school who doesn't speak any English was valuable to me in order to conceptualize a specific instance of teaching to a student with a challenging exceptionality. In general, my takeaway from this reading is to use my resources as a teacher and focus on providing a musical experience for all students. It's easy to say, but in doing it enlies the challenge and reward for myself and the students, because oftentimes it is the "exceptional learners" that need music the most.
Questions for Dr. Campbell:
While the process is always the priority over the product, how might a teacher navigate some students holding back the performance quality of an ensemble?
What are some strategies for integrating rote teaching into an instrumental classroom?