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Inclusion Of Students With Autism Spectrum Disorder In The Music Classroom Music Teachers Experiences Attitudes And Perceptions
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Book Synopsis Inclusion of Students with Autism Spectrum Disorder in the Music Classroom: Music Teachers' Experiences, Attitudes, and Perceptions by : Christiane Gilbert
Download or read book Inclusion of Students with Autism Spectrum Disorder in the Music Classroom: Music Teachers' Experiences, Attitudes, and Perceptions written by Christiane Gilbert and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate music teachers' experiences, attitudes, and training related to inclusion of students with Autism Spectrum Disorder. Participants included elementary music generalists and secondary choral directors (N=458) from across the state of Texas. Findings indicated that most teachers received their special needs training from campus staff development and Texas Music Educators Association workshops, and only 12% of respondents received training in their undergraduate courses. The majority of participants cited outbursts and keeping students with ASD on task as their greatest challenges. Suggestions for successful inclusion included use of visual aids, instruments, technology and kinesthetic activities, being familiar with individual student's preferences and behavioral profiles, and keeping noise levels at a minimum.
Book Synopsis An Attitude and Approach for Teaching Music to Special Learners by : Elise S. Sobol
Download or read book An Attitude and Approach for Teaching Music to Special Learners written by Elise S. Sobol and published by Rowman & Littlefield. This book was released on 2017-05-08 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: An international handbook of inspirational wisdom for teaching music universally to enhance the learning potential in children of all ages, backgrounds, and capabilities, An Attitude and Approachfor Teaching Music to Special Learners is a most accessible relevant reference to facilitate lifelong student learning. Its usefulness is equally versatile for music educators and classroom teachers, administrators and curriculum designers, instructional leaders in higher education as well as for parents and caregivers. Backed by research and driven by author’s passionate commitment to affect a better global future for our children, text revisions include updates in educational law, criteria for designating disability categories, accommodations, standards, definitions, trends, and notice of the significant societal strides made in the visibility and educational expectations of our students with developmental disabilities including those with autism spectrum disorders. Classroom tested inclusive music teaching and critical thinking strategies impact student success across the curriculum to help students meet grade level expectations for English Language Arts, science, social studies, and mathematics.
Book Synopsis Teaching Music to Students with Autism by : Alice M. Hammel
Download or read book Teaching Music to Students with Autism written by Alice M. Hammel and published by Oxford University Press. This book was released on 2020-08-07 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching Music to Students with Autism is a comprehensive practical guide for music educators who work with students with autism. Authors and veteran music educators Alice M. Hammel and Ryan M. Hourigan offer an approach centered in inclusion designed for music educators, music teacher educators, and all those who have an interest in the education of students with autism. In this second edition, the authors offer fully up-to-date information on the diagnosis of autism, advocating for students and music programs, and creating and maintaining a team-approach when working with colleagues. A significant portion of the book is focused on understanding the communication, cognition, behavior, sensory, and socialization challenges inherent in students with autism and ways to structure classroom experiences and learning opportunities for all students. A chapter of classroom snapshots (vignettes) written by teachers in the field of music education provides additional opportunities to transfer information to 'real life' situations. Finally, the book offers a chapter of print and web resources for further study.
Book Synopsis Teaching Music to Students with Autism by : Alice Hammel
Download or read book Teaching Music to Students with Autism written by Alice Hammel and published by Oxford University Press, USA. This book was released on 2013-09-19 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the first resource to provide a comprehensive study of the music education of students with autism. Topics include: diagnosis, advocacy, and a collegial team-approach, as well as communication, cognition, behavior, sensory, and socialization challenges.
Book Synopsis Music Education for Children with Autism Spectrum Disorder by : Sheila J. Scott
Download or read book Music Education for Children with Autism Spectrum Disorder written by Sheila J. Scott and published by Oxford University Press. This book was released on 2017-01-02 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Music Education for Children with Autism Spectrum Disorder: A Resource for Teachers provides foundational information about autism spectrum disorder and strategies for engaging students with ASD in music-based activities such as singing, listening, moving, and playing instruments. This practical resource supplies invaluable frameworks for teachers who work with early-years students. The book first provides readers with background information about ASD and how students with this condition manage their behaviors in school environments. It then progresses to provide teachers with information about planning music-based instruction for students on the spectrum. In the book's midsection, readers learn how students with ASD perceive, remember, and articulate pitch perception. Following chapters present a series of practical ideas for engaging students with ASD though songs and singing and concentrate on skills in music listening, most notably on activities that motivate students with ASD to interact with others through joint attention. Challenges that individuals with ASD experience in motor processing are examined, including difficulties with gait and coordination, motor planning, object control, and imitation. This is followed by practical teaching suggestions for engaging students with activities in which movement is mediated through sound (e.g., drum beats) and music. Closing chapters introduce non-pitched percussion instruments along with activities in which children engage in multisensory experiences by playing instruments--musical activities described in preceding chapters are combined with stories and drama to create musical narratives. Music Education for Children with Autism Spectrum Disorder is accompanied by a companion website that supplies helpful supplemental materials including audio of songs notated in the book for easy access.
Book Synopsis Ready for Inclusion? Elementary Music Teachers' Perceptions of Their Preparation to Teach Students with Disabilities by : Amalia A. Allan
Download or read book Ready for Inclusion? Elementary Music Teachers' Perceptions of Their Preparation to Teach Students with Disabilities written by Amalia A. Allan and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inclusion in the schools has been mandated since the passing of the Education for All Handicapped Children Act in 1975 (EAHCA ; Public Law 94-142). Within the field of music education, historical events like the Tanglewood Symposium of 1967, the Goals and Objectives (GO) Project of 1969, and the Housewright Symposium of 1999 aimed to achieve the best and most equitable music education for all students (Madsen, 2000). Yet, for decades, music teachers have felt underprepared to teach students with disabilities (Cooper, 1999; Darrow, 1999; McCord and Watts, 2010; Salvador, 2010; VanWeelden and Whipple, 2014a). Researchers have examined music teachers' perceptions of their preparation for teaching learners with disabilities (Davila, 2013; Gilbert and Asmus, 1981; Hammel, 2001a), university curricula for special education coursework (Colwell and Thompson, 2000; Culp and Salvador, 2021; Salvador, 2010), and pre-service fieldwork experiences in inclusive settings (Bartolome, 2017; Smith and Wilson, 1999; VanWeelden and Whipple, 2005a). Elementary music teachers have felt especially challenged to meet the diverse needs of their students (Allan, 2020a; Grimsby, 2020a; Hammel, 2001a). The primary purpose of this study was to examine elementary music teachers' perceptions of their preparation to teach students with disabilities. Its secondary purpose was to examine elementary music teachers' perceptions of their preparation so to reduce the three inclusion barriers - organizational, knowledge, and attitudinal - as defined by Adamek and Darrow (2018) when teaching students with disabilities. Data were collected through a researcher-created, web-based survey, which had four sections: (a) Organizational Strategies; (b) Disability, Legislative, and Interprofessional Knowledge; (c) Attitudes Towards Teaching Students with Disabilities; and (d) Open-Ended Questions. The first three sections of the survey aligned with the three inclusion barriers (Adamek and Darrow, 2018). For the first two sections of the survey, participants indicated their perceptions of their preparation for organizational strategies and inclusion knowledge. In the third section, participants rated attitude statements; and in the fourth section, participants responded to short-answer questions in their own words. Participants (N = 87) were members of NAfME who indicated "elementary" as a teaching area and were from all six NAfME regions of the United States. Quantitative data were analyzed using descriptive statistics and a Friedman test, and qualitative data were examined through a coding process. Results of this study suggested that music teachers need music content-specific preparation to teach students with disabilities and that a lack of training might be negatively affecting teachers' attitudes towards teaching students with special needs. Most participants received their training outside of college through professional development opportunities, and most of the preparation at the undergraduate level was outside of the music department. Participants' ratings of specific organizational strategies and inclusion knowledge revealed areas that might need further attention in music teacher preparation programs. Ratings of attitude statements showed music teachers' desire and willingness to create the best opportunities for students with disabilities, but that they lacked preparation to do so. An analysis of participants' open-ended comments supported quantitative results and prior literature findings. Implications and suggestions for future research are discussed.
Book Synopsis Including Everyone by : Judith Anne Jellison
Download or read book Including Everyone written by Judith Anne Jellison and published by Oxford University Press. This book was released on 2015 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many practical books for music educators who work with special needs students focus on students' disabilities, rather than on the inclusive classroom more generally. In Including Everyone: Creating Music Classrooms Where All Children Learn, veteran teacher and pedagogue Judith Jellison offers a new approach that identifies broader principles of inclusive music instruction writ large. As she demonstrates in this aptly-titled book, the perceived impediments to successfully including the wide diversity of children in schools in meaningful music instruction often stem not from insurmountable obstacles but from a lack of imagination. How do teachers and parents create diverse musical communities in which all children develop skills, deepen understanding, and cultivate independence in a culture of accomplishment and joy? Including Everyone equips music teachers with five principles of effective instruction for mixed special needs / traditional settings that are applicable in both classroom and rehearsal rooms alike. These five guidelines lay out Jellison's argument for a new way to teach music that shifts attention away from thinking of children in terms of symptoms. The effective teacher, argues Jellison, will strive to offer a curriculum that will not only allow the child with a disability to be more successful, but will also apply to and improve instruction for typically developing students. In this compelling new book, Judith Jellison illustrates what it takes to imagine, create, and realize possibilities for all children in ways that inspire parents, teachers, and the children themselves to take part in collaborative music making. Her book helps readers recognize how this most central component of human culture is one that allows everyone to participate, learn, and grow. Jellison is a leader in her field, and the wealth of knowledge she makes available in this book is extensive and valuable. It should aid her peers and inspire a new generation of student teachers.
Author :ALICE M.. HOURIGAN HAMMEL (RYAN M.) Publisher :Oxford University Press ISBN 13 :0197689329 Total Pages :321 pages Book Rating :4.1/5 (976 download)
Book Synopsis Teaching Music to Students with Differences and Disabilities by : ALICE M.. HOURIGAN HAMMEL (RYAN M.)
Download or read book Teaching Music to Students with Differences and Disabilities written by ALICE M.. HOURIGAN HAMMEL (RYAN M.) and published by Oxford University Press. This book was released on 2024-10-22 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The latest edition of the landmark text Teaching Music to Students with Differences and Disabilities: A Label-Free Approach--designed for music education faculty, in-service music administrators, in-service music teachers, and preservice music teachers--offers a comprehensive manual and reference guide that introduces those in the field of music education to best practices when teaching music to students with differences and disabilities. Acclaimed pedagogues and clinicians Alice Hammel and Ryan Hourigan addresses a variety of topics such as research-based strategies for methods courses, practical approaches for in-service music educators, and professional development grounded in research, special education law, and best practice. Like previous editions, a core focus this book is that a student with differences and disabilities is an individual who deserves a music education that is free of labels. This philosophical premise of a label-free approach is centered in the preservation of the individual personhood of each student. Through this approach, music educators will be able to gain and advocate for support, understand their rights and responsibilities, and offer an affective and effective music education for students with and without disabilities. This includes learning strategies for effective collaboration with special educators, teacher educators, and classroom teachers. The authors also include curriculum development ideas, lesson plan strategies, observation strategies (methods classroom), and practical ideas (methods classroom).
Book Synopsis Teaching Music to Students with Special Needs by : Alice M. Hammel
Download or read book Teaching Music to Students with Special Needs written by Alice M. Hammel and published by Oxford University Press. This book was released on 2017-06-26 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Second Edition of Teaching Music to Students with Special Needs offers updated accounts of music educators' experiences, featured as vignettes throughout the book. An accompanying Practical Resource includes lesson plans, worksheets, and games for classroom use. As a practical guide and reference manual, Teaching Music to Students with Special Needs, Second Edition addresses special needs in the broadest possible sense to equip teachers with proven, research-based curricular strategies that are grounded in both best practice and current special education law. Chapters address the full range of topics and issues music educators face, including parental involvement, student anxiety, field trips and performances, and assessment strategies. The book concludes with an updated list of resources, building upon the First Edition's recommendations.
Book Synopsis Teaching Music to Students with Special Needs by : Alice M. Hammel
Download or read book Teaching Music to Students with Special Needs written by Alice M. Hammel and published by Oxford University Press. This book was released on 2017 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: With new vignettes from practicing music educators, in addition to an updated list of resources, this Second Edition of Teaching Music to Students with Special Needs offers new ways to navigate special needs in the music classroom. As a practical guide and reference manual, this book addresses special needs in the broadest possible sense to equip teachers with proven, research-based curricular strategies that are grounded in both best practice and current special education law. Chapters address the full range of topics and issues music educators face, including parental involvement, student anxiety, field trips and performances, and assessment strategies, Teaching Music to Students with Special NEeds is now publisherd alongside an accompanying Practical Resource (available separately) that includes lesson plans, worksheets, and games for classroom use. -- Publisher's description.
Book Synopsis General Education Teachers' Perceptions of Educating Students with an Autism Spectrum Disorder in an Inclusive Classroom by : Kelley M. Stidham
Download or read book General Education Teachers' Perceptions of Educating Students with an Autism Spectrum Disorder in an Inclusive Classroom written by Kelley M. Stidham and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to the increasing prevalence rates of individuals diagnosed with autism spectrum disorder (Centers for Disease Control and Prevention, 2014) and increasing inclusion rates reported by the state of Ohio (Ohio Department of Education, 2012), general education teachers are increasingly called on to provide support in the classroom for these students. Thus, it is important to understand teachers0́9 perceptions of these experiences. Previous research indicates that teachers hold favorable perceptions regarding the inclusion of students with autism in the classroom (Robertson, Chamberlain, & Kasari, 2003); however, few studies have examined the relationship between these perceptions and teachers0́9 previous training and education on autism or their experiences educating students with Autism Spectrum Disorder (ASD) in an inclusive classroom. Through a web-based survey, 108 general education teachers from Ohio reported on their backgrounds, and responded to statements about their perception of educating students with an ASD in an inclusive classroom. Results indicated general education teachers had somewhat favorable perceptions in educating students with an ASD in an inclusive classroom. There was no significant relationship between a teacher0́9s perceptions and the teacher0́9s training or education on autism, or previous experiences educating students with an ASD in an inclusive classroom. However, general education teachers reported their pre-service training on autism as insufficient; they also reported rarely taking part in employment-based trainings regarding autism. General education teachers reported a desire to gain better understanding of characteristics of ASD, evidence-based behavioral interventions, and teaching strategies for students with ASD. Schools should aim to address these concerns, and school psychologists are in an effective position to carry out such trainings.
Book Synopsis Music Teachers' Attitudes and Perceptions Regarding Special Learners in the Music Classroom by : Elizabeth Lara Janzen
Download or read book Music Teachers' Attitudes and Perceptions Regarding Special Learners in the Music Classroom written by Elizabeth Lara Janzen and published by . This book was released on 2008 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Status Of, Teacher Attitudes Toward, and the Impact of Music Therapy on Inclusive Music Education in Michigan by : Ann E. Armbruster
Download or read book The Status Of, Teacher Attitudes Toward, and the Impact of Music Therapy on Inclusive Music Education in Michigan written by Ann E. Armbruster and published by . This book was released on 2014 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine Michigan music teachers attitudes and perceptions regarding their training for and experience with special learners in their classrooms, and their collaboration and consultation with music therapists. Eighty-six music educators completed a 51 item questionnaire. Results showed that music teachers attitudes and perceptions are generally positive toward inclusion. Mean scores for attitude and perception were not influenced by whether participants had or had not taken a course in special education as a student, whether they had access to continuing education regarding inclusion through their school district, or participants predominant teaching area or degree year. Limitations of the study and recommendations for future research are included.
Book Synopsis Assessing Teacher Attitude Toward the Inclusion of Students with Autism by : Stephanie Elaine Wilkerson
Download or read book Assessing Teacher Attitude Toward the Inclusion of Students with Autism written by Stephanie Elaine Wilkerson and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to examine the relationship between the attitudes of public school teachers and the inclusion of students with autism in the general education classroom highlighting individual teacher characteristics that correlated with agreement or disagreement with inclusion. Participants included regular and special education teachers currently teaching in a South Central Kentucky educational cooperative. Data were collected from the purposive population using a demographic questionnaire and a modified version of the Teacher Attitudes Toward Inclusion Scale (TATIS, Cullen, Gregory, & Noto, 2010). Teacher attitude toward inclusion of students with autism as measured by the modified TATIS was overall positive. Most teachers agreed that both regular and special education teachers were responsible for educating students with autism, and over half were willing to make classroom modifications to meet the individual needs of students with autism. A statistically significant correlation was present between teacher perceptions of professional roles and functions and the following characteristics: degree, age, years of teaching experience, having a student with autism in class, severity level of autism, adequate autism training, and formal autism training. A statistically significant correlation was noted between teacher beliefs about the efficacy of inclusion and the following teacher characteristics: frequency of contact with a person with autism, adequate autism training, and formal autism training. A statistically significant correlation was highlighted between teacher perceptions of students with autism and the teacher characteristic of adequate autism training. A statistically significant correlation was noted with the TATIS Full Scale score and the following teacher characteristics: severity level of autism, adequate autism training, and formal autism training. A statistically significant difference was noted between regular and special education teachers when assessing teacher perceptions of professional roles and functions and teacher beliefs about the efficacy of inclusion. This research suggests that teachers are generally positive toward inclusion of students with autism. A number of specific findings were also found as a result of this research. As examples, the TATIS factor structure was supported with the current, larger" sample of teachers. Older teachers with more teaching experience tended to be less accepting of inclusive practices while special education teachers tended to be more accepting of inclusive practices than regular education teachers. Perhaps most importantly, it was found that a lack of adequate and formal training on autism was consistently related to less positive attitudes toward inclusion. Such a finding has clear implications for school districts wanting to increase positive attitudes toward inclusion of students with autism in regular education classrooms.
Book Synopsis Kids, Music 'n' Autism by : Dorita S. Berger
Download or read book Kids, Music 'n' Autism written by Dorita S. Berger and published by Jessica Kingsley Publishers. This book was released on 2016-11-21 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many children with autism feel a natural connection with music, but don't always find it easy to participate in musical activities. Packed with tips, advice and activities, this book shows how music and rhythm can help with brain development and quality of life, and how to encourage a genuine enjoyment of music. Dr Berger draws on her many years of experience in music-based clinical work, teaching and coaching, to answer common questions regarding musical interactions for children with autism. From what instrument to choose, how to find the right teacher, how to get your child to practice music, and even taking children to public music events, this book has all the essential information for you to dip into as and when needed. With practical information to help you solve problems that may arise, such as sensory overload, let this book guide you and your child towards positive interactions with music, regardless of whether or not they have prior musical abilities.
Book Synopsis Perceptions of Applying Universal Design for Learning to Quaver's Marvelous World of Music to Increase Engagement of Students with Autism by : Whitney Mansell
Download or read book Perceptions of Applying Universal Design for Learning to Quaver's Marvelous World of Music to Increase Engagement of Students with Autism written by Whitney Mansell and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The prevalence of students with autism is rising in elementary schools across the United States. General music teachers have been tasked with including students with autism spectrum disorder (ASD) in the elementary music classroom but have had minimal training on the topic. This educational applied research study measured the perceived effectiveness of applying universal design of learning principles (UDL) to Quaver’s Marvelous World of Music curriculum to increase the engagement of students with ASD in elementary music classrooms. Directed by Howard Gardner’s theory of Multiple Intelligence, this applied research study produced quantitative data showing increased engagement using UDL with Quaver’s curriculum and qualitative data from personal interviews with music educators that UDL promotes engagement, expression, and inclusion. Perspectives on positive outcomes in communication, social interactions, and joint attention growth of students with ASD participating in music education emerged through exploring literature, personal interviews, and quantitative data. The data showed the strengths and weaknesses of applying UDL to Quaver’s curriculum. Largely, the study demonstrated that applying UDL to Quaver’s Marvelous World of Music curriculum created an inclusive classroom environment for students with ASD. The results of this study showed a perceived increase in positive engagement, social skills, communication, and joint attention among students with ASD in the music classroom. The study benefited general music teachers by showing the effectiveness of applying UDL to Quaver’s curriculum.abstract
Book Synopsis The Oxford Handbook of Technology and Music Education by : Alex Ruthmann
Download or read book The Oxford Handbook of Technology and Music Education written by Alex Ruthmann and published by Oxford University Press. This book was released on 2017 with total page 737 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Few aspects of daily existence are untouched by technology. Learning and teaching music are no exceptions and arguably have been impacted as much or more than other areas of life. Digital technologies have come to affect music learning and teaching in profound ways, influencing how we create, listen, share, consume, and interact with music--and conceptualize musical practices and the musical experience. For a discipline as entrenched in tradition as music education, this has brought forth myriad views on what does and should constitute music learning and teaching. To tease out and elucidate some of the salient problems, interests, and issues, The Oxford Handbook of Technology and Music Education critically situates technology in relation to music education from a variety of perspectives--historical, philosophical, socio-cultural, pedagogical, musical, economic, policy--organized around four broad themes: Emergence and Evolution; Locations and Contexts: Social and Cultural Issues; Experiencing, Expressing, Learning and Teaching; and Competence, Credentialing, and Professional Development. Chapters from a highly diverse group of junior and senior scholars provide analyses of technology and music education through intersections of gender, theoretical perspective, geographical distribution, and relationship to the field. The Oxford Handbook of Technology and Music Education's dedication to diversity and forward-facing discussion promotes contrasting perspectives and conversational voices rather than reinforce traditional narratives and prevailing discourses."-- $c Book jacket.
