Including Students with Severe Disabilities in Music Classrooms

Autor/in	Draper, Ellary A.
Titel	Including Students with Severe Disabilities in Music Classrooms
Quelle	In: General Music Today, 32 (2019) 3, S.23-25 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1048-3713
DOI	10.1177/1048371319834083
Schlagwörter	Inclusion; Music Education; Severe Disabilities; Students with Disabilities; Educational Legislation; Federal Legislation; Equal Education; Neighborhood Schools; Preferences; Physical Environment; Access to Education; Goal Orientation; Teaching Methods; Peer Relationship; Music Activities + Suchen Sie Ihr Suchwort? Inklusion; Musikerziehung; Severe disability; Schwerbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Natürliche Umwelt; Education; Access; Bildung; Zugang; Bildungszugang; Zielorientierung; Zielvorstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Musikalische Aktion
Abstract	Since the passing of what we now call the Individuals With Disabilities Education Act, or IDEA, students who were previously educated in separate facilities or campuses are now educated in their neighborhood schools. Even though students with severe disabilities are now in their neighborhood schools, many spend the majority of their day in separate classrooms. When they are not in separate classrooms, it is possible students with severe disabilities are participating in art, physical education, and music classes alongside their same-aged peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01