Inside Inclusive Elementary Music Classrooms: Teachers and Their Students with Autism Spectrum Disorder

Autor/inn/en	Brown, Laura S.; Draper, Ellary A.; Judith, Jellison A.
Titel	Inside Inclusive Elementary Music Classrooms: Teachers and Their Students with Autism Spectrum Disorder
Quelle	In: Update: Applications of Research in Music Education, 41 (2023) 3, S.48-56 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Laura S.) ORCID (Draper, Ellary A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8755-1233
DOI	10.1177/87551233221096858
Schlagwörter	Music Teachers; Elementary School Teachers; Autism Spectrum Disorders; Inclusion; Teacher Attitudes; Self Esteem; Preservice Teacher Education; Special Education; Cooperation; Student Participation; Students with Disabilities; Individualized Education Programs; Peer Relationship + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Autism; Autismus; Inklusion; Lehrerverhalten; Self-esteem; Selbstaufmerksamkeit; Lehramtsstudiengang; Lehrerausbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Co-operation; Kooperation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualized education program; Individualisierendes Lernen; Peer-Beziehungen
Abstract	Children with autism spectrum disorder (ASD) are frequently included in regular music classrooms, yet little is known about teachers' and students' classroom experiences. We sent a 35-question survey to all members of the National Association for Music Education who had identified themselves as elementary music teachers. We received a total of 569 responses; we analyzed the results from 441 who taught in the United States and who completed the entire survey. Most teachers were positive about including students with ASD and confident in teaching them. Teachers who expressed greater confidence in teaching students with ASD had more instruction related to special education during their undergraduate preparation and collaborated with more professionals in their school settings. Teachers reported that students with ASD were included in most of the regular music curriculum, and interactions with classmates were reported to be positive. Implications for teacher preparation, collaboration, and students' music learning are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01