Some special-education-teacher students from our local teacher’s school are studying music therapy. So, I agreed to let Ricki be one of their “trial students” as they learn. Last week was her student teacher’s first session with Ricki. Ricki, as I had warned her, spent most of the time testing the waters, if the “teacher” would set limits or not. I gather that the “teacher” did, as this week she reported that Ricki had been a very active participant in the session. She added: “I was really surprised! She is AMAZING! She correctly identified the violin, piano, trumpet, flute, and drums on the picture I showed her. She knew the instrument names! And when I played a recording of the instruments, she was able to tell me which instrument made the sound!”
Well, I don’t know who was more surprised: her, or me! [I was shocked on realizing that she- - a future special-ed teacher - - didn’t expect a 14-year old teen with Down syndrome to recognize and distinguish between, a flute, trumpet, violin, drums, and piano!]
And PS. The “trumpet” was a saxophone. I labeled it correctly and told Ricki the correct name.
…..And then education authorities wonder why I would be so “stupid” as to choose inclusion over “special ed ……..