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An Investigation Of Instrumental Music Educators Awareness Understanding Attitudes And Approaches Associated With Teaching Reading Disabled Students In Inclusive Instrumental Music Classes In The Public Middle Schools Of North Carolina
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Book Synopsis An Investigation of Instrumental Music Educators' Awareness, Understanding, Attitudes and Approaches Associated with Teaching Reading Disabled Students in Inclusive Instrumental Music Classes in the Public Middle Schools of North Carolina by : Neil Martin Boumpani
Download or read book An Investigation of Instrumental Music Educators' Awareness, Understanding, Attitudes and Approaches Associated with Teaching Reading Disabled Students in Inclusive Instrumental Music Classes in the Public Middle Schools of North Carolina written by Neil Martin Boumpani and published by . This book was released on 2005 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-10 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The North Carolina Historical Review by :
Download or read book The North Carolina Historical Review written by and published by . This book was released on 2006 with total page 586 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 A Study of Attitudes of Selected Public School Music Teachers Toward the Integration of Handicapped Students Into Music Classes by : Linda Kay Damer
Download or read book A Study of Attitudes of Selected Public School Music Teachers Toward the Integration of Handicapped Students Into Music Classes written by Linda Kay Damer and published by . This book was released on 1979 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Culturally Responsive Teaching in Music Education by : Constance L. McKoy
Download or read book Culturally Responsive Teaching in Music Education written by Constance L. McKoy and published by Routledge. This book was released on 2016-02-12 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: Culturally Responsive Teaching in Music Education presents teaching methods that are responsive to how different culturally specific knowledge bases impact learning. It is a pedagogy that recognizes the importance of including students’ cultural references in all aspects of learning. Designed to be a supplementary resource for teachers of undergraduate and graduate music education courses, the book provides examples in the context of music education, with theories presented in Section I and a review of teaching applications in Section II. Culturally Responsive Teaching in Music Education is an effort to answer the question: How can I teach music to my students in a way that is culturally responsive? This book serves several purposes, by: • Offering theoretical/philosophical frameworks of social justice • Providing practical examples of transferring theory into practice in music education • Illustrating culturally responsive pedagogy within the classroom • Demonstrating the connection of culturally responsive teaching to the school and larger community
Book Synopsis Including Everyone by : Judith Jellison
Download or read book Including Everyone written by Judith Jellison and published by Oxford University Press. This book was released on 2015-01-02 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.
Book Synopsis Exceptional Music Pedagogy for Children with Exceptionalities by : Deborah V. Blair
Download or read book Exceptional Music Pedagogy for Children with Exceptionalities written by Deborah V. Blair and published by Oxford University Press. This book was released on 2016 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: Music for all : everyone has the potential to learn music / Markku Kaikkonen -- Twice exceptional / Alice M. Hammel -- How the Orff approach can support inclusive music teaching / Shirley Salmon -- Lessons learned from the Prism project : pedagogical viewpoints in music education for teaching students with autism spectrum disorder (ASD) / Ryan Hourigan -- Assistive technology to support students in accessing the music curriculum / Emily H. Watts, Kimberly McCord, & Deborah V. Blair -- SoundOUT : examining the role of accessible interactive music technologies within inclusive music ensembles in Cork City, Ireland / Grainne McHale -- Music activities for children with disabilities : an example from Taiwan / Liza Lee -- Behavioral issues in the music classroom : promoting the successful engagement of all students / Alice Ann Darrow and Mary Adamek -- Specified learning disabilities and music education / Kimberly McCord -- Including students with disabilities in instrumental ensembles / Christine M. Lapka -- Music for children with hearing loss / Alan Gertner and Lyn Schraer-Joiner -- Reading acquisition frameworks for music and language : layering elements of literacy for students with exceptionalities / Elaine Bernstorf -- Understanding the U.S. individualized education program model / Kimberly VanWeelden -- Special education and special music education outside of the United States / Kimberly McCord
Book Synopsis Disability and Accessibility in the Music Classroom by : Alexandria Carrico
Download or read book Disability and Accessibility in the Music Classroom written by Alexandria Carrico and published by Taylor & Francis. This book was released on 2022-08-29 with total page 87 pages. Available in PDF, EPUB and Kindle. Book excerpt: Disability and Accessibility in the Music Classroom provides college music history instructors with a concise guide on how to create an accessible and inclusive classroom environment. In addition to providing a concise overview of disability studies, highlighting definitions, theories, and national and international policies related to disability, this book offers practical applications for implementing accessibility measures in the music history classroom. The latter half of this text provides case studies of well-known disabled composers and musicians from the Western Art Music canon from the Middle Ages to the Twentieth Century as well as popular music genres, such as the blues, jazz, R&B, pop, country, and hip hop. These examples provide opportunities to integrate discussions of disability into a standard music history curriculum.
Book Synopsis A Research Procedure and Study of Elementary Music Curriculum for Children with Special Needs in Inclusive Music Programs by : Yun Chen
Download or read book A Research Procedure and Study of Elementary Music Curriculum for Children with Special Needs in Inclusive Music Programs written by Yun Chen and published by . This book was released on 2007 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine what curriculum, instruction and adaptations were provided in inclusive music education classrooms and to investigate factors that affect the way in which elementary school music teachers provide instruction to children with disabilities. This study focused on the population of certified elementary music education teachers in the states of Idaho and Washington. In addition to teaching elementary music, respondents reported that they also taught orchestra, choir, and different instrumental classes. Two statistical methods were used to analyze the data: the first was descriptive, frequencies and percentages for demographic variables and the perceptions of teachers about inclusive music education and related variables; the second method was the use of logistic regression to analyze significant relationships among variables. The results indicated that none of the demographic variables were related to the provision of curriculum and instruction by music educators. Among all types of disabilities, only the presence of students with orthopedic disabilities was related to how teachers designed curriculum and delivered instruction. The major finding with respect to teacher perceptions was that teachers who held the belief that they have responsibility for modifying curriculum for students with special needs and students with special needs in inclusive learning environment rated themselves more positively with respect to curriculum and instruction practices. Similarly, when teachers believed they held responsibility, they also believed that students with disabilities would improve their language performance in inclusive settings. Lastly, when special education teachers offered specific information about characteristic of students with special needs, it appeared to influence music teachers' curriculum design and instructional delivery. Several variables related to teachers perceptions about positive student outcomes. When music teachers took into account students behavioral characteristics, students' outcomes were more positive. Also, when music teachers design alternate projects to allow students to demonstrate mastery, students' classroom performance appeared to improve. Further, when music teachers used sequenced tasks from concrete physical activities to more abstract verbal and language-oriented responses, that strategy was related to improved student classroom performance. But in relation to school administration, increased teacher communication with administrators about music curriculum and adjustments did not appear to relate to improvements in student outcomes. Concerning the relationship between teachers' beliefs and student outcomes, when teachers believed their school was effectively implementing inclusive programs, they also believed that student outcomes were better. As well, when music teachers believed that students with special needs would improve their language in an inclusive learning environment, they believed that student outcomes were better. In terms of the relationship between the instructional cycle and student outcomes, when music teachers evaluated the effectiveness of classroom adaptations, learning outcomes of students with special needs were rated more positively.
Download or read book Critical Links written by Richard Deasy and published by . This book was released on 2002 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Dance" (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); (2) "Drama" (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic-Fantasy Play Training on the Development of Children's Story Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic-Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall)); (3) "Multi-Arts" (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi-Arts Studies (R. Horowitz; J. Webb-Dempsey)); (4) "Music" (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) "Visual Arts" (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) "Overview" (Essay: The Arts and the Transfer of Learning (J. S. Catterall)). (BT)
Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein
Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Book Synopsis A Graduate Course on Inclusion by : Giovanna Adelia Davila
Download or read book A Graduate Course on Inclusion written by Giovanna Adelia Davila and published by . This book was released on 2013 with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study demonstrates how four EGMEs had positive attitudes toward teaching children with disabilities and how the graduate course gave them specific strategies and skills to help improve their music instruction for children with disabilities. Recommendations included: (a) more research on professional development for music educators, (b) more professional development on inclusion for music educators, (c) more training for preservice music educators on teaching children with disabilities, and (d) follow-up research studies.
Book Synopsis "Because We are Important!" by : Rachel Leigh-Mallory Grimsby
Download or read book "Because We are Important!" written by Rachel Leigh-Mallory Grimsby and published by . This book was released on 2020 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the intent of developing an effective community of practice (CoP) that addresses the professional development, instructional, and collaborative needs of music educators and special education paraprofessionals (SEPs), the purpose of this study was to examine the instructional processes, perceptions, and practices of music educators and SEPs in regard to teaching music to students with disabilities. The "grand tour" question of this study was: How does a community of practice offer collaboration and instructional support for music educators and SEPs? Research questions were as follows: 1) How do music educators and SEPs interact within a community of practice? 2) Does a community of practice impact the instructional and collaborative practices of music teachers and SEPs, and if so, how does it manifest in the classroom? 3) How does a community of practice shift participants' pedagogical and philosophical beliefs concerning teaching students with disabilities? 4) How does a community of practice facilitate growth and collaborative planning in ways that the school structures cannot? What does this tell us about music educator and SEP needs? 5) What aspects of the community of practice were most difficult for the participants, the easiest, and what did they find most useful?This was an instrumental case study (Stake, 1995, 2005; Merriam, 1988, 1998) of a group of music educators and special education paraprofessionals in a social learning community. As participants met, and relationships began to form, a community of practice emerged. Six participants, three music educators and three SEPs participated in this study which consisted of eight collaborative meetings that took place over the course of four months. I collected throughout the study, beginning with initial interviews and ending with exit interviews. Participants engaged in five meetings in-person at a local library, and three online via Discord®, an online voice and text chat platform. I observed in their classrooms twice over the duration of the study. Participants found the collaborative nature of the group to be the most beneficial. While instructional practices were only impacted moderately through participation in this community of practice, participant perceptions of their colleagues were changed. Participants stated they felt they understood more fully the perspective of their colleagues as well as how to more effectively collaborate with them.
Book Synopsis Do Instrumental Music Students Hear Differently ? by : Ross Walker
Download or read book Do Instrumental Music Students Hear Differently ? written by Ross Walker and published by . This book was released on 2019 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: It should be no surprise to suggest that the better a child listens, the better is their likelihood of classroom success. Within the existing body of research, it is relatively easy to locate evidence that not only is auditory discrimination a key predictor of children's classroom success, but that instrumental music training can enhance children's auditory discrimination skills. Optimizing auditory discrimination is as equally important for children who have a disability as it is for those who do not have a disability. However, the essential problem of (virtually all) the available literature examining music training and its associated non-musical benefits, is that it rarely identifies whether any children who had a disability were included in the study's experimental samples. This limitation is problematic. While the findings of many studies that investigate auditory discrimination and instrumental music training may well be relevant for children who have a disability, it simply cannot be known with certainty whether they are or not.Therefore, specifically identifying children who had a disability within the participant sample of this study was the critical aspect differentiating this project from the way other, similar studies have been typically run and reported.In all, this study involved 185 eight-year-old children drawn from four schools in south-east Queensland, Australia. Of these, 131 children received instrumental music training (the intervention), while 54 others were not involved in any form of instrumental training over the same 18-week period. A parent survey was used to determine whether individual children who were involved in this study had a disability. Auditory discrimination testing of all the study's participants was performed both before and after the intervention, and scores from each of these tests compared.This study found that children receiving instrumental music training demonstrated significantly greater improvements to their auditory discrimination than did their peers who were not involved in instrumental music training. Critically, this association between instrumental music training and better auditory discrimination performance remained constant regardless of whether the children in this study had a disability. Moreover, this study also found that the effect size for the association between instrumental music training and improvements to auditory discrimination skill was greatest for the children who had a disability and were involved in regular in- school instrumental music classes learning alongside their peers who did not have a disability.
