Case studies
Sam
Sam is 14 years old and a ninth grader at his local high school. He is a highly articulate young man who has characteristics of pervasive developmental disorder and obsessive-compulsive disorder. Sam has a wide range of academic skills; his vocabulary skills, reading comprehension, and general knowledge are his strengths, whereas he finds math and other skill areas that require close attention and decision making to be more challenging. Sam’s schedule includes general-level academic courses and electives that allow him to explore vocational options. He receives full-time special education instruction and support from a special education teacher or assistant and one period per day of direct instruction in a resource setting. Curriculum adaptations for Sam involve simplifying the content by eliminating technical, conceptually difficult, or confusing material. Because of his curricular modifications, Sam will be a candidate for an IEP diploma rather than an academic diploma.
Sam is in the 7th grade band at Belle Valley Middle School. He is a percussionist. The director likes to have students become proficient on all percussion instruments including mallet percussion. Sam chose snare drum because he liked the rat-a-tat sound and his dad played snare drum in his college marching band. Sam takes snare drum lessons from a symphony member. He also likes to tape Drum and Bugle Corps competitions from TV and watches them in an obsessive manner. Sam's primary goal in music is to become a snare drummer in the high school marching band, which is award winning and nationally known. The high school director has been at Valley High School for 20 years and is not a fan of inclusion. Sam is an outstanding snare drummer and the high school director would like to have him included in the band if he can increase his ability to interact in age appropriate ways.
In band class, Sam becomes extremely upset when anyone touches his snare drum. He insists on transporting his drum every day from school to home. Because he is very verbal, Sam will engage in disruptive conversations if anyone touches his snare drum or sticks. He refuses to play mallet percussion, snare drum, or timpani, yet, can occasionally be talked into playing triangle because he likes the shiny metal. Sam’s private teacher works with him on rudiments and stick technique, however, Sam does not perform well on music theory exams. He does well on listening exams.
