Observations of Children with Disabilities in Four Elementary Music Classrooms

Autor/in	Draper, Ellary A.
Titel	Observations of Children with Disabilities in Four Elementary Music Classrooms
Quelle	In: Update: Applications of Research in Music Education, 36 (2017) 1, S.12-19 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8755-1233
DOI	10.1177/8755123316660594
Schlagwörter	Music Education; Elementary School Students; Time on Task; Student Behavior; Peer Relationship; Interaction; Student Participation; Individualized Education Programs; Teacher Role; Music Teachers; Teacher Collaboration; Inclusion; Grade 3; Grade 4; Learning Disabilities; Language Impairments; Speech Impairments; Observation; Video Technology + Suchen Sie Ihr Suchwort? Musikerziehung; Zeitaufwand; Student behaviour; Schülerverhalten; Peer-Beziehungen; Interaktion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Individualized education program; Individualisierendes Lernen; Lehrerrolle; Music; Teacher; Teachers; Musiklehrer; Lehrerkooperation; Inklusion; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Learning handicap; Lernbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language handicps; Language impairments; Beobachtung
Abstract	Much of what we know about music classes comes from observing students without disabilities; there is little empirical research that informs music education practices for students with disabilities in inclusive music settings. The purpose of this study was to systematically observe and describe opportunities for nine students with disabilities to engage in behaviors related to the objectives on their Individualized Education Programs and describe their peer interactions, on-task behaviors, and music participation. Students had multiple opportunities to practice Individualized Education Programs goals. Students were most often on-task and interacted with peers extemporaneously and in assigned groups. Opportunities for individual responses and music performances were rare but most often accurate. Results indicate that students' opportunities to show what they know and can do are often controlled by the teacher, suggesting that music educators, music therapists, and special educators can collaborate to improve and plan for opportunities for students with disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01