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Music Teachers Attitudes And Perceptions Regarding Special Learners In The Music Classroom
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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 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 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 The Perceptions and Attitudes of Michigan General Music Educators Regarding Undergraduate Preparation, Training Experiences, and Additional Support Services Available for Working with Special Learners in the Music Classroom by : Laurel Rosen-Weatherford
Download or read book The Perceptions and Attitudes of Michigan General Music Educators Regarding Undergraduate Preparation, Training Experiences, and Additional Support Services Available for Working with Special Learners in the Music Classroom written by Laurel Rosen-Weatherford and published by . This book was released on 2010 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the present study was to examine Michigan general music teachers' preceptions and attitudes about (a) their academic preparation for working with special learners and (b) the inclusion of special needs students in their classrooms. One hundred and five general music educators belonging to the Michigan Music Educators Association were invited to participate in this study. Ten educators responded and completed the online 27 item questionnaire. The results of this study are presented with discussion related to previous and future research as well as implications for both music educators and music therapists working in school settings.
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 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 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.
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 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.
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 General Music by : Carlos R. Abril
Download or read book Teaching General Music written by Carlos R. Abril and published by Oxford University Press. This book was released on 2016-01-06 with total page 393 pages. Available in PDF, EPUB and Kindle. Book excerpt: General music is informed by a variety of teaching approaches and methods. These pedagogical frameworks guide teachers in planning and implementing instruction. Established approaches to teaching general music must be understood, critically examined, and possibly re-imagined for their potential in school and community music education programs. Teaching General Music brings together the top scholars and practitioners in general music education to create a panoramic view of general music pedagogy and to provide critical lenses through which to view these frameworks. The collection includes an examination of the most prevalent approaches to teaching general music, including Dalcroze, Informal Learning, Interdisciplinary, Kodály, Music Learning Theory, Orff Schulwerk, Social Constructivism, and World Music Pedagogy. In addition, it provides critical analyses of general music and teaching systems, in light of the ways children around the world experience music in their lives. Rather than promoting or advocating for any single approach to teaching music, this book presents the various approaches in conversation with one another. Highlighting the perceived and documented benefits, limits, challenges, and potentials of each, Teaching General Music offers myriad lenses through which to re-read, re-think, and re-practice these approaches.
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 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.
Book Synopsis Spotlight on Making Music with Special Learners by :
Download or read book Spotlight on Making Music with Special Learners written by and published by Spotlight Series. This book was released on 2004 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presents articles from state journals that give music teachers ideas on how to include special needs students, offer suggestions for dealing with specific types of special needs students, and address teachers' responsibilities and support under the Individuals with Disabilities Education Act (IDEA).
Book Synopsis The "at-risk" Student by : Nicole R. Robinson
Download or read book The "at-risk" Student written by Nicole R. Robinson and published by . This book was released on 2000 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching Music to Students with Multiple Disabilities by :
Download or read book Teaching Music to Students with Multiple Disabilities written by and published by . This book was released on 2011 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigates the experience of elementary teachers providing music instruction to students with multiple disabilities in self-contained classrooms. With legislation mandating public education for students with special needs, music teachers increasingly encounter these students in their classrooms, which range from inclusion to self-contained environments. Research indicates that music is a valid and valuable tool for supporting extra-musical learning as well as fostering musical growth in students with special needs. Additionally, research provides insight into inclusion experiences for teachers and for students. However, research into self-contained instruction is minimal. This study addressed that gap through phenomenological exploration of teachers in northwestern Virginia. A survey sent to elementary teachers in the target region provided preliminary data, indicating that the study population was small but did share common perceptions. Teachers expressed uncertainty regarding purpose and process. Interviews with three teachers who have experience in self-contained music settings provided more in-depth data. This represents a purposeful sample. Their shared experience again showed commonalities that fell into categories of worth, support, and process. Each teacher described a journey of self-discovery that led to a richly rewarding experience with this specialized form of instruction. The results, consistent with a review of literature and the personal experience of the researcher, indicate that teachers in self-contained settings value these interactions for musical and extra-musical outcomes. They do not rely on traditional curriculum or standards and frequently adapt materials. All of the teachers in this study report feeling under-qualified to work with this population and desire more training and resources, though they are typically not aware of resources that are available. Several issues surfaced that were not included in the literature review, including the teaching and learning process, working with aides, and factors involving time. These findings indicated that teachers would benefit from networking systems, allowing them to share their frustrations and successes. Administrators could support their staff by providing resources and training opportunities. Further study into self-contained music instruction for elementary students is needed. Possible areas of focus include examining the perceptions of students and parents and exploring curriculum development and presentation.
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 2011-02-09 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt: A practical guide & reference manual, Teaching Music to Students with Special Needs 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 up-to-date section of resources and technology information.
