By Jess Baron | Executive Director
Happy almost-autumn, Friends,
So much is going on in our work with adaptive music this school year, so we want to give you thanks, and a quick update.
When students have needs for supportive teaching and services, their parents and guardians can advocate for them to be assessed in order to receive these services. That process requires testing, many meetings, and the formulation of an Individualized Education Plan, commonly referred to as an I.E.P. The student's team of teachers meet with the family and any outside specialists. Sometimes attorneys or social workers get involved.
Students with medical conditions alone can receive a different plan for accommodations called a 504 plan. This refers to the Rehabilitation Act which prohibits discrimination against individuals with disabilities in programs receiving federal funding, like public schools. It allows them to participate fully in school activities with reasonable adjustments to their learning environment.
Once a student has an I.E.P. or 504 that states the services, goals, and accommodations that have been determined will be beneficial, their journey begins, and it's often an arduous one. Parents play a critical role giving input, feedback, and working with their child or teen's teachers to best understand them.
For many students with more profound, or conditions that truly exceed that care and learning environment that is available in general or special education classrooms, schools exist to meet them where they are. This fall, we are working extensively with the students and their teachers to make music a natural and frequent part of their education, day-to-day. The range of programs exceeds a single report.
But we want you to know that your care, your interest, and your contributions to this exceptionally important cause is well-placed. From teaching through music with students at the Merritt Academy in El Cajon, to the students being served through the Home Hospital Transitions Support School in hospitals and home locations San Diego county, and the Monarch School for unhoused students, and in the Medically Physically Challenged and Mod-Sev classrooms at the Creative Media and Performing Arts (CPMA) middle school in San Diego, and the special ed preschool programs, moderate-severe classrooms, and classrooms for Autistic students in Los Angeles, GITC is showing up every day in person. Next month we'll be training music educators to individualize music instruction as part of their regular rotations!
This work is still very unusual in America. We are hoping you can continue supporting its expansion to more schools can remove barriers to participation, and all students can benefit from making and expressing themselves creatively, authentically, and joyfully through this immensely tranformative medium.
Are there are schools or individual classrooms in your own community that would benefit from receiving musical learning that meets students with diverse abilities and needs in responsive ways? Please feel free to drop us a line at info@guitarsintheclassroom.org and let us know! We are here to help, because you are here to make that possible.
Wishing you health and well-being during this time of changing seasons. Thank you for your ongoing support!
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