More work does not necessarily mean a student is learning or is engaged. Students who are gifted can begin to feel their giftedness is a punishment if they are consistently asked or required to complete a greater quantity of work. Choosing quality opportunities that match the interest of students will genuinely be of benefit to students who are gifted.
Quality and depth, not quantity, determine whether learning is meaningful to gifted students.
A student who is twice exceptional can appear unmotivated, disinterested, and disengaged.
This reinforces why enrichment, not just acceleration, is essential, otherwise instruction becomes irrelevant within minutes.
the possibility of failure can lead to some unusual and distracting emotional situations.
What specific scaffolds or affirmations help gifted students navigate a class (like music) where mistakes are part of the learning process?
some gifted students can appear to be rude
Teachers often misinterpret this as disrespect or attention-seeking. I hadn’t realised these are developmental characteristics, not intentional misbehaviour.
A student with an IQ of 150, however, is often in an inclusion situation with no services or accommodations. Their IQs are equally different from those students who are considered average (IQ 100); however, the attention paid to their educational needs is vastly unequal (Silverman, 1993). Webb et al. (1994) explain: “Gifted children are not simply decorated normal children—they are, indeed, fundamentally different. A child with IQ 145 is as different from the normal IQ of 100 as the child of IQ 55” (p. 31).
Both ends of the bell curve require differentiated instruction, but unfortunately only one typically receives it.
Students who are highly gifted may find themselves waiting after assignments are completed for as much as 50% of their school day, and students who are profoundly gifted may “waste” 75% of their school day (Webb et al., 1994)
This shocked me. Imagine being intellectually ready for advanced content but trapped repeating basics daily, no wonder many disengage.
group testing
How many potentially gifted students are never found because group tests don’t capture their abilities?
Through the standardization process
I didn’t realise gifted education came from the same tests originally meant to exclude kids. It shows how definitions of ability can shift across time.
The differences and disabilities of students who are intellectually gifted are often delayed, ignored, and denied.
Instead of receiving needed academic challenge, gifted students frequently slip through the cracks because teachers assume they will be “fine” without support.
They are also at great risk in our classrooms, which are often designed for the average student and to offer accommodations for students with other types of differences and disabilities.
This is harsh truth that many of us don't think about because gifted kids are never thought of as a vulnerable group. The idea that not being challenged can actually harm their motivation and development is surprising and concerning.
Because a student’s self-worth is a critical part of this identity, particular attention needs to be paid to those who are challenged, and how the student and the rest of the class perceive those challenges.
This is such an important topic because of how impactful it is on students and their mental health. I wonder how music teachers can correct without isolating or giving a negative impression?
“As humans we want to care and be cared for”
I like how caring and ethics is being combined here because they should be when dealing with humans. Inclusion shouldn't be just policy but a moral responsibility. I do wonder what the "feminine" significance is in this title.
Be alert to the sensory limits of students (see the special education team) and provide a quiet place in the classroom for students who need a break.
I wonder if you could use music as a way to help regulate emotions and calm anxiety so the student is still participating? Either through listening to a calming song or making a beat.
It is important for students to have access to teachers and for students to know they can communicate with the adults at school in a manner that is comfortable and appropriate for them.
This changes how I think about how important communication is for students with disabilities. Instead of looking at these behaviours as "good" or "bad" we should instead be looking at the causes and what this could be potentially communicating.
Carson and I work out simple agreements during class and outside of class.
One connection I see is from the “Amy and Drew” story from class, where flexibility and understanding made inclusion work.
Conclusion
Conclusion: The main point of this chapter is that practicum experiences are essential for helping educators build confidence and strategies for teaching students with differences and disabilities. It encourages observation, collaboration, and reflection, and highlights how these experiences can even reshape a teacher’s philosophy of music education.
Music therapists are more concerned with how music can assist in the development of nonmusical goals rather than skill sets.
Changed Thinking: This changed how I think about music education. I usually think of music class as about learning songs or instruments, but this shows it can be about helping students communicate, build social skills, and reach emotional goals.
Mary really loved the vibrations from the drum and was able to participate without assistance in the program.
Personal Connection: This reminds me of how my younger brother, who is autistic, responds really well to music with strong beats, it helps calm him and keep him engaged.
(observation; serving as a one-on-one assistant; discussion and coaching; reflection; and planning) are crucial for successful practicum experiences in which preservice and in-service music teachers gain as much as possible through observation and participation.
Important Idea: This section is saying that observing, assisting, discussing, reflecting, and planning are key steps for educators to learn how to teach students with disabilities because it’s not just about watching but actively participating and thinking critically about what we see.
Cautionary Considerations
Question: This surprised me, I thought inclusion was always considered the best option. In what situations would a self-contained classroom actually be a better learning environment than an inclusion class?