![]() ![]() Whilst Additional Support Needs (ASN) is preferred in Scotland, the term SEN/D – which relates to the most recent English governmental policy – will be used within this account. Terminology differs from country to country, and even within the UK. Nomenclature is important, since language drives assumptions and beliefs about those with disabilities (Linton, Krcek, Sensui & Spillers, 2014). Whilst there is a strong move toward inclusivity, parents have the choice as to whether their child attends a mainstream school or whether they are educated in what is called a special school, which caters for students with SEN/D, mainly students with profound and multiple disabilities (PMLD) or whose needs cannot be met within a mainstream setting. The, most recent, government policy is explicit in requiring schools to make “reasonable adjustments” (DfE/ DoH, 2014, p.17) to remove barriers, and better support the learning of students with Special Educational Needs / Disabilities SEN/D. In England, a child of compulsory school age has a learning difficulty or disability if he or she “(1) has a significantly greater difficulty in learning than the majority of others of the same age, or (2) has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions” (DfE & DoH 2014, pp. 15–16). Within the discussion, cultural context is, of course, important. Furthermore, as might be expected, the focus is on England and the UK, and not on research or professional activities or literature from other countries. Whilst there is considerable discussion of the work of the charity Open Up Music, this is not to suggest that it is of most import: it is simply because of the author’s deeper awareness of the work, through her research activity. What follows represents knowledge we attempt to share with our trainee teachers. Teacher education courses in England are typically only one year in length but, despite the brevity, we try to include as much consideration as possible of effective ways of teaching and supporting the learning of students with complex disabilities, and discussion of related issues. The following account considers musical learning and disability, particularly – but not exclusively – physical disability, and the opportunities for change that have come about as a result of new technologies. In 2011, a conversation with a member of the charity Drake Music (n.d.a) made me aware of the exciting new possibilities for disabled students through the use of new technologies and propelled me to a deeper exploration of the topic, both within my research into young people’s use of technology in and out of school, and as lead tutor of the initial teacher education course for secondary music teachers at the University of Bristol, UK. ![]() ![]() Throughout my time as a music educator in England, I have been profoundly concerned with social justice and music education, and the question of how to enable everyone to participate in active music making. ![]() Adriana and her husband home educate their two children.By Marina Gall and the members of the SMS Digitisation Working Group. She hopes that her students come to love the Spanish language and culture as much as she does. She encourages students to experience the Spanish language not just through understanding the words but also through understanding and "immersing themselves" in the culture and looks forward to providing her students with the tools to continue to study Spanish throughout their school years and beyond. She believes that students should be active participants in their learning, so her classes encompass a wide variety of dynamic and conversational activities. Over the past eighteen years, Adriana has taught Spanish at a college and private schools, at international companies, and more recently in several homeschool co-ops. She has traveled to several South American countries and incorporates the many cultures and customs into her classes. Adriana Luengos-Nolette was born and raised in Buenos Aires, Argentina where she graduated as a Professor in Spanish and English as a Second Language, followed by a Specialization in Teaching Adults and Adolescents. ![]()
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