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By taking simple steps in advance of teaching, educators can greatly expand the appeal of instruction on all levels, from K-12 school through colleges and universities to adult or continuing education programs. Using disks, Web pages, language translation software, listservs, and other steps can lower the cost of accommodating to the diverse needs of students with disabilities, older students, students from different cultures, and students with different learning styles, while at the same time enhancing the quality of instruction.
Teaching the Postsecondary Music Student with Disabilities provides valuable information and practical strategies for teaching the college music student. With rising numbers of students with disabilities in university music schools, professors are being asked to accommodate students in their studios, classes, and ensembles. Most professors have little training or experience in teaching students with disabilities. This book provides a resource for creating an inclusive music education for students who audition and enter music school. Teaching the Postsecondary Music Student with Disabilities covers all of the topics that all readers need to know including law, assistive technology, high-incidence and low-incidence disabilities, providing specific details on the disability and how it impacts the learning of the music student.
This second edition of the classic "Universal Design in Higher Education" is a comprehensive, up-to-the-minute guide for creating fully accessible college and university programs. The second edition has been thoroughly revised and expanded, and it addresses major recent changes in universities and colleges, the law, and technology. As larger numbers of people with disabilities attend postsecondary educational institutions, there have been increased efforts to make the full array of classes, services, and programs accessible to all students. This revised edition provides both a full survey of those measures and practical guidance for schools as they work to turn the goal of universal accessibility into a reality. This book makes a compelling case for adopting universal design in "all" postsecondary offerings in order to support a diverse educational community and an inclusive approach to academic excellence. There is something here for everyone. From the foreword by Michael K. Young, president, Texas A&M University Fresh, comprehensive, and engaging, "Universal Design in Higher Education" is expertly written, thoughtfully crafted, and a 'must-add' to your resource collection. Stephan J. Smith, executive director, Association on Higher Education And Disability Sheryl Burgstahler has assembled a great set of chapters and authors on universal design in higher education. It's a must-have book for all universities, as it covers universal design of instruction, physical spaces, student services, technology, and provides examples of best practices. Jonathan Lazar, professor of computer and information sciences, Towson University, and coauthor of "Ensuring Digital Accessibility through Process and Policy" Sheryl E. Burgstahler is an affiliate professor in the College of Education at the University of Washington in Seattle, and founder and director of the university s Disabilities, Opportunities, Internetworking, and Technology (DO-IT) and Access Technology Centers. Michael K. Young is the president of Texas A&M University and a professor of public policy at the Bush School of Government and Public Service."
Universal design for learning (UDL) provides a framework for classroom instruction, which can have substantial impact on students' interests and engagement. UDL is defined by research on diversity, brain-based research, multiple intelligences, and the flexibility digital media brings to the delivery of instruction (CAST, 2006; Rose & Meyer, 2002; Rose, Meyer, & Hitchcock, 2005). The central tenets of a UDL approach, guided by social learning (Bandura, 1986), cognitive learning theories (Bransford, Vye, Stevens, Kuhl, Schwartz, Bell, Meltzoff et al. 2006; Vygotsky, 1978), and research in the neurosciences (Bransford, Brown, & Cocking, 2000; Bransford, Vye, & Bateman, 2002; Goswami, 2004; Rose & Meyer, 2002) have potential to enhance learning for all students, especially in college classrooms. Today's college student brings a plethora of technology skills and expectations that embrace many of the digital tools supportive of a UDL approach.
General music is informed by a variety of teaching approaches and methods. These pedagogical frameworks guide teachers in planning and implementing instruction. Established approaches to teaching general music must be understood, critically examined, and possibly re-imagined for their potential in school and community music education programs. Teaching General Music brings together the top scholars and practitioners in general music education to create a panoramic view of general music pedagogy and to provide critical lenses through which to view these frameworks. The collection includes an examination of the most prevalent approaches to teaching general music, including Dalcroze, Informal Learning, Interdisciplinary, Kodály, Music Learning Theory, Orff Schulwerk, Social Constructivism, and World Music Pedagogy. In addition, it provides critical analyses of general music and teaching systems, in light of the ways children around the world experience music in their lives. Rather than promoting or advocating for any single approach to teaching music, this book presents the various approaches in conversation with one another. Highlighting the perceived and documented benefits, limits, challenges, and potentials of each, Teaching General Music offers myriad lenses through which to re-read, re-think, and re-practice these approaches.
With the influence and pressures of the globalized economy, education systems are at a crossroads and need to find a place and/or identity that reflect new or transformed realities for learning environments. Questions such as to what extent, in what way, and how are we doing will need to be raised and answered before learning environments can begin the work necessary to create people who are ready to enter the globalized workforce. This book will present chapters written from a variety of perspectives to address the question "what is needed within systems of education to prepare the next generation of leaders for a competitive global environment?" The authors focus on such topics as online learning, technology, leadership, and English Language Learners to show the challenges to traditional educational practices and the ways in which learning environments are responding to the new reality of globalization.
"This issues-based reference set on education in the United States tackles broad, contentious topics that have prompted debate and discussion within the education community. The volumes focus on pre-school through secondary education and explore prominent and perennially important debates. This set is an essential reference resource for undergraduate students within schools of education and related fields including educational administration, educational psychology, school psychology, human development, and more"--Publisher website.

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