Music to My Heart

I love to share with my preservice teachers an anecdote from my personal experience as a profound example of inclusion and differentiated instruction. This story of a teacher, affectionately called "Miss B," and a student named Caitlin who was diagnosed with Williams syndrome, touched my heart and left a lasting impression on all who experienced it. While Caitlin received much of her instruction in my special education resource room, she often was invited into Miss B's fifth-grade class for social studies, science lessons, or various other whole-class projects.

As part of a unit on the U.S. Government and particularly the Constitution, the class assignment was to memorize and recite the Preamble. Miss B tried to find a way to differentiate instruction that would allow Caitlin to demonstrate her knowledge through her strengths. She knew that, though Caitlin had difficulty with memorization and recitation, the young girl had a natural singing ability. Caitlin often could be heard happily singing or humming to herself.

Miss B and I discussed an avenue for Caitlin to meet this social studies goal through music. Caitlin was given a copy of the Schoolhouse Rock version of the Preamble. She had all of us - her general education peers, the staff and students in my special education classroom, and her family at home-singing the catchy tune and words of the Preamble with her, while she practiced the song repeatedly and with great enthusiasm.

When testing day arrived, each student recited the Preamble for Miss B. Caitlin was ready. She proudly and loudly sang her unique version of the Preamble. When Caitlin finished, Miss B exclaimed, "Perfect! You get an A!" The class cheered and Caitlin jumped for joy. She bounded into my resource room and proclaimed her success. I told her how proud I was and asked her for an encore. I called Caitlin's mom to share the news and we both cried together, touched by the compassion of this teacher.

Caitlin probably did not fully comprehend the meaning of the words in the Preamble ("We the People, in order to form a more perfect union, establish justice, insure domestic tranquility . . ."), but she learned three important facts that day. First, the Constitution is a vital document that helps promote and protect our freedom. Second, she was accepted and cared about by Miss B, her peers, and everyone else who sang along. Finally, Caitlin realized that she could learn along with her classmates. The academic setting was a place where she belonged and could be successful.

Not until I saw Caitlin's smile did I realize the profound effect of her song on my heart. Her inclusion in this activity was significant to her. Miss B's actions personified the influential nature of teaching.

The message for my preservice teachers is this: Never underestimate the power of your actions. With one small gesture, you can change a student's life.

Sherry DeMik is currently an Assistant Professor of Education and the Director of Disabilities Support Services at Valparaiso University in Indiana. She has 14 years of teaching experience in K-12 special education, primarily at the elementary level. She is a member of the Lambda Sigma Chapter of Kappa Delta Pi.