Outline

Overview

This subject introduces students to the special education (the individual differences of learners) faced by beginning music teachers. It includes topics such as meeting the education needs of students with disabilities, sensory and physical disabilities, and emotional and behaviour disorders. An understanding by all teachers of the Disability Standards for Education (2005) is a requirement of the graduate teaching standards by AITSL (Australian Institute of Teachers and School Leaders). This unit of study provides an in-depth examination of legislation and policy, and a detailed exploration of quality education practice that is required to assist teachers in meeting the requirements of this policy and legislation. Further, it will offer students an opportunity to make direct links to classroom practice. Focus will be given to the cycle of teaching and learning and planning to meet individual needs of students.

Unit details and rules

Unit code	MUED4622
Academic unit	Music Education
Credit points	6
Prohibitions ?	None
Prerequisites ?	EDLN2000
Corequisites ?	MUED4633
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Jennifer Rowley, jennifer.rowley@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Reading Assignment a bibliography of 6-8 publications on your developing case study topic	40%	Week 08 Due date: 25 Sep 2022 at 23:59	1200 words
Outcomes assessed:
Assignment	Case Study of student with Special Needs Prepare a case study of a child with special needs who you have taught	60%	Week 12 Due date: 30 Oct 2022 at 23:59	2500 words
Outcomes assessed:

Assessment summary

Description of assessment: This assignment has three sections.

You will prepare a case study of a child with special needs who you have either observed or taught. In this case study you shouldmake particular reference to the child’s educational profile and the planning and presentation/adaptations that have been made forthat child. To do the case study you may need to visit a special unit /class or school (a letter of introduction is on CANVAS).

The objectives of the visit and interview are:

1. to visit a school or organisation where providing for individual differences or special needs of children and or/ adolescents are apriority;

2. to observe and record the special activities undertaken or the provisions made by the person or the organisation;

3. to study growth/development aspects and increase your awareness of individual experiences of children and/oradolescents with special needs;

4. to observe/note how any individual differences are being provided for;

5. to observe/note specific teaching strategies and education programs in operation and, where possible, to participate insome music education activities.

Once the visit and interview are complete you write a comprehensive case study that is based on your understanding of specialeducation pedagogy/teaching strategies, curriculum differentiation theory and research. Details of the student’s individual differencesand the provisions made by the school and/or teacher to meet these individual needs are the essence of the case study.

The case study should contain:

i. a substantial theoretical introduction of the special need area including a review of the relevant literature;

ii. an educational profile for the student involved. Please ensure confidentiality in order to respect the rights andintegrity of the student and his/her family and teachers and maintain anonymity by using a pseudonym;

iii. a description of the facilities, personnel and funding (if applicable) available for the student;

iv. an evaluation of the intervention strategies and curriculum modifications and their effectiveness – including a IEPand/or educational modifications;

the prospects and/or success for inclusion and;

vi. please use APA style referencing and a reference list is required

appropriately expressed (correct grammar/spelling) with a demonstration of English literacy

Assessment criteria

This assignment is made up of two parts:

(a) a bibliography of 6-8 publications on your developing case study topic; and

(b) annotations relating to 5 publications in your bibliography.

In your pre-PEX visit you should have identified and sought permissions for the student you will undertake your case study on. Resources are available via CANVAS as online materials on bibliographies and annotations. Students requiring specificassistance with this reading assignment should contact the SCM liaison librarian for an individual consultation.

Bibliography:

Compile a bibliography of 6-8 publications on a topic related to your intended Case Study.

Give your bibliography a title of approximately 5–10 words that delineates the area of the literature that it addresses.
The majority of your 6-8 publications should be in articles in peer-reviewed scholarly journals or chapters in books, including edited books. NB. If you have considerable difficulty locating enough references, you may need to reconsider your choice of topic—consult the lecturer early on this.
If it seems appropriate to your topic, group the publications under a few sub-headings (e.g., Studies with children; Qualitative studies; Australian studies)
Please give careful attention to laying out each reference according to the style described in the Publication Manual of the American Psychological Association 6th edition. You are encouraged to use the free Endnote software. See: http://libguides.library.usyd.edu.au/endnote
Include only publications you have read or closely inspected in your bibliography – be sure they really are relevant to the topic of your case study. You may also choose to include a non-assessed list of publications that you have discovered but have not yet appraised.

Annotations from bibliography:

i. Choose 5 publications from your bibliography and write an annotation of approximately 200 words in the style of an annotated bibliography for each publication.

ii. Aim to summarise the key points from the reference, situate it in the wider literature, and include at least one sentence critiquing it.

iii. Do not include verbatim extracts, references, or quotations: the assignment is intended to develop skills in information seeking, evaluating research, and in clear, concise academic writing.

Examples of annotations may be found on CANVAS

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

As per the University’s Assessment Procedures 2011 policy, Clause 7A,http://sydney.edu.au/policies/showdoc.aspx?recnum=PDOC2012/267&RendNum=0: (1) It is expected that unless an application for Special Consideration has been approved, students will submit all assessment for a unit of study on the due date specified, by 11.59pm. If the assessment is completed or submitted within the period of extension, no academic penalty will be applied to that piece of assessment. (2) If an extension is either not sought, not granted or is granted but work is submitted after the extended due date, the late submission of assessment will result in an academic penalty as follows: A penalty of 5% of the maximum mark will be applied per calendar day the assessment is late. After 10 calendar days, mark of zero is given for that assessment.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity	Learning outcomes
Week -01	• Introduction to MUED 4322. §2.1 • Assessments and UoS overview • Special Education review from semesters 1-7 throughout the degree; • What is a Case Study? §2.1; 6.1 • The inclusive music education framework through simultaneous learning (reading)	Block teaching (25 hr)

Attendance and class requirements

As per the Sydney Conservatorium of Music resolutions, http://sydney.edu.au/handbooks/conservatorium/rules/faculty_resolutions.shtml (Item 12):

Students are expected to attend a minimum of 90% of timetabled activities for a unit of study, unless granted exemption by theDean, Head of School or professor most concerned. The Dean, Head of School or professor most concerned may determine that astudent fails a unit of study because of inadequate attendance. Alternatively, at their discretion, they may set additional assessmentitems where attendance is lower than 90%.

Full (100 per cent) and punctual attendance is a requirement in all activities where students have a role as active participants in theclass or activity. Active participation includes situations where the student's contribution is to give seminar and tutorial papers orpresentations or undertake assessment tasks. Except in cases of illness or misadventure, failure to attend activities or classeswhere a student is an active participant will be seen as failure to meet the requirements of the unit of study.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

RELEVANT RESOURCES

Recommended textbook:

Foreman, P.& Arthur-Kelly, M. (Eds.) (2017). Inclusion in Action (5th ed.). South Melbourne, Vic: Cengage Learning Australia

CANVAS This unit of study has a CANVAS site. It will include:

❷ Lecture slides (at times posted before each class).

❷ Assignment due dates and submission via TurnitIn

❷ resources and further reading

Recommended books: Special education

Ashman, A. and Elkins, J. (Eds.). (1990). Educating Children with Special Needs. Sydney: Prentice-Hall.

Bettini, E., Benedict, A., Thomas, R., Kimerling, J., Choi, N., & Mcleskey, J. (2017). Cultivating a Community of Effective Special Education Teachers: Local Special Education Administrators’ Roles. Remedial and Special Education, 38(2), 111–126. https://doi.org/10.1177/0741932516664790

Butler, Susan R. (Ed.). (1990). The Exceptional Child: An Introduction to Special Education. Sydney: HBJ.

Casey, K. (1994). Teaching Children with Special Needs. Wentworth Falls, NSW: Social Science Press.

Dempsey, I., & Arthur-Kelly, M. (2018) Maximising learning outcomes in diverse classrooms (2nd ed). Melbourne: Thomson,Australia.

Foreman, P. (Ed.) (2001). Integration & Inclusion in Action. Sydney: Harcourt Brace.

Pufpaff, L., Mcintosh, C., Thomas, C., Elam, M., & Irwin, M. (2015). MEETING THE HEALTH CARE NEEDS OF STUDENTS WITH SEVERE DISABILITIES IN THE SCHOOL SETTING: COLLABORATION BETWEEN SCHOOL NURSES AND SPECIAL EDUCATION TEACHERS. Psychology in the Schools, 52(7), 683–701. https://doi.org/10.1002/pits.21849

Sciuchetti, M. (2017). Addressing inequity in special education: An integrated framework for culturally responsive social emotional practice. Psychology in the Schools, 54(10), 1245–1251. https://doi.org/10.1002/pits.22073

Vaughn, S., & Swanson, E. (2015). Special Education Research Advances Knowledge in Education. Exceptional Children, 82(1), 11–24. https://doi.org/10.1177/0014402915598781

Wang, Maynard C. Reynolds, and Herbert J. Walberg. (Eds). (1995). Handbook of special and remedial education: researchand practice (2nd ed.). Oxford, OX, UK ; Tarrytown, NY: Pergamon.

MUSIC APPLICATIONS IN SPECIAL EDUCATION

Aigen, K. (2014). Music-Centered Dimensions of Nordoff-Robbins Music Therapy. Music Therapy Perspectives, 32(1), 18–29, https://doi.org/10.1093/mtp/miu006.

Ellis, P. (1997). The music of sound: a new approach for children with severe and profound and multiple learning difficulties.British Journal of Music Education, 14(2), 173-185.

Laes, T., & Westerlund, H. (2018). Performing Disability in Music Teacher Education: Moving beyond Inclusion through Expanded Professionalism. International Journal of Music Education, 36(1), 34–46. https://doi.org/10.1177/0255761417703782

McCord, K. (2016). Specified Learning Disabilities and Music Education. In Exceptional Music Pedagogy for Children with Exceptionalities. https://doi.org/10.1093/acprof:oso/9780190234560.003.0009

Nordoff, P. & Robbins, C. (1971). Music Therapy in Special Education. New York: J.Day Books.

Oglethorpe, S. (1996). Instrumental Music for Dyslexics: A teaching handbook. London: Whurr Publishers.

Rose, D., Bartoli, A., & Heaton, P. (2018). Learning a Musical Instrument Can Benefit a Child With Special Educational Needs. Psychomusicology, 28(2), 71–81. https://doi.org/10.1037/pmu0000209

Salvador, K., & Pasiali, V. (2017). Intersections between music education and music therapy: Education reform, arts education, exceptionality, and policy at the local level. Arts Education Policy Review, 118(2), 93–103. https://doi.org/10.1080/10632913.2015.1060553

Sobol, E (2017). An attitude and Approach to teaching music to special learners (3rd ed.). NY. Rowman & Littlefield Publishers.

Sutton, J. P. (Ed.) (2002). Music, music therapy and trauma: International perspectives. London: Jessica Kingsley Publishers.

Wong, M. (2015). Adapting the music curriculum for senior secondary students with intellectual disabilities in Hong Kong: content, pedagogy and mindsets. Music Education Research, 17(1), 71–87. https://doi.org/10.1080/14613808.2014.906396

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. 1. critically examine widely held perceptions about people with disabilities, individual differences and exceptional abilities;
LO2. 2. analyse and evaluate theoretical issues underpinning the education of music learners with individual differences;
LO3. 3. extend understanding of the needs of learners with individual differences;
LO4. 4. demonstrate competency in the individualisation of instruction/differentiation strategies in relation to music learners with individual differences;
LO5. 5. critically evaluate current trends in relation to the policies of integration of people with individual differences into schools and the community (including ATSI students);
LO6. 6. summarise and explain the concept of teaching all special education students and apply strategies of reflection to improving classroom practices (focusing on research enhanced learning and teaching);
LO7. 7. develop skills in undertaking research for a case study;
LO8. 8. use ICT for the benefit of all learners in a meaningful way.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Participation in this unit of study permits the University to use your learning analytics for the purpose of improving your learning. This includes data from the LMS website, and the results of the Unit of Study Survey conducted at the end of the semester. Students should complete the Unit of Study Survey at the end of this unit of study. Comments and survey results are confidential. Only the Unit of Study coordinator, the Associate Dean (Education), and the Head of School and the Dean can view student comments made in this survey. It is essential that you complete this survey so that we can maintain the highest standards of teaching at the SCM and the University.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

MUED4622: Special Education in Music

Semester 2, 2022 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect