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.
Teaching Music to Students with Special Needs: A Practical Resource brings together theory, policy, and planning for instruction in K-12 classrooms. The resource is a result of collaboration between K-12 teachers, outstanding undergraduate and graduate music education students, and professionals in the field. The lesson ideas, lesson plans, and unit plans are organized according to the six domains posited by Alice Hammel and Ryan Hourigan in their book, Teaching Music to Students with Special Needs: A Label-free Approach, Second Edition. This book equips music educators with understanding necessary to implement teaching ideas into the domains of cognition, communication, behavior, emotions, and physical and sensory needs. Classroom-tested lesson plans include procedure outlines and assessments as well as guides for adaptation, accommodation, and modification needed for successful implementation in K-12 classrooms. As such, this eminently useful guide provides teachers with enough practical ideas to allow them to begin to create and adapt their own lesson plans for use with students of differing needs and abilities.
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.
Teaching the Postsecondary Music Student with Disabilities provides valuable information and practical strategies for teaching the college music student. With rising numbers of students with disabilities in university music schools, professors are being asked to accommodate students in their studios, classes, and ensembles. Most professors have little training or experience in teaching students with disabilities. This book provides a resource for creating an inclusive music education for students who audition and enter music school. Teaching the Postsecondary Music Student with Disabilities covers all of the topics that all readers need to know including law, assistive technology, high-incidence and low-incidence disabilities, providing specific details on the disability and how it impacts the learning of the music student.
This book is designed to teach music to people with special needs. Many of the activities and suggestions in this book could as easily come under the heading of recreational music, that is, the use of music for sheer enjoyment. For people with special needs, recreational music is tremendously important and can provide a safe place for the development of social skills, the release of emotions, and the satisfaction that comes from making music with others. Chapters cover dealing with specific disabilities and include activities that will facilitate the teaching of students who have these problems, "Books, Records, and Tapes" gives suggestions for further sources of information, and a section of addresses of various organizations provides places to obtain materials.
While qualitative research has become increasingly popular in music education over the last decade, there is no source that explains the terms, approaches and issues associated with this method. In The Oxford Handbook of Qualitative Research in American Music Education, editor Colleen Conway and the contributing music educators will provide that clarification, as well as models of qualitative studies within various music education disciplines. The handbook outlines the history of qualitative research in music education and explores the contemporary use of qualitative approaches in examining issues related to music teaching and learning. It includes 32 chapters and is divided into five parts. Part I defines qualitative research and examines historical, philosophical and ethical issues associated with its use in music education. Part II discusses ways of approaching qualitative research including: case study, ethnography, phenomenology, narrative inquiry, practitioner inquiry, and mixed methods. Ways of collecting and analyzing data are examined in the third part of the text (observations, interviews, document analysis, music as data and technology). Part IV examines various music teaching and learning contexts that have been studied using qualitative approaches including: early childhood, general, instrumental-band, instrumental-string, choral, preservice and inservice teacher education, adult and community settings, student with exceptionalities, underserved populations, and world music. The final section of the book tackles permission to conduct research, teacher qualitative research, publishing qualitative research and direction for the future. An ambitious and much-needed volume, this handbook will stand as a key resource for drawing meaning from the experiences of students and teachers in music classrooms and communities.
Using music as a medium for communication and development between teacher and pupil, rather than as a subject to be learned, this book responds to the problems of presenting music to children with special needs. It provides a simple and accessible programme of work, allowing the teacher to choose from an array of different lessons.