Literaturnachweis - Detailanzeige
| Autor/in | de l'Etoile, Shannon K. |
|---|---|
| Titel | Teaching Music to Special Learners: Children with Disruptive Behavior Disorders |
| Quelle | In: Music Educators Journal, 91 (2005) 5, S.37 (7 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0027-4321 |
| Schlagwörter | Stellungnahme; Teaching Methods; Teacher Education; Behavior Problems; Attention Deficit Disorders; Hyperactivity; Music Education; Inclusive Schools; Learning Disabilities; Music Teachers Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hyperaktivität; Musikerziehung; Inclusive school; Integrative Schule; Learning handicap; Lernbehinderung; Music; Teacher; Teachers; Musiklehrer |
| Abstract | The educational practice called inclusion has brought increasing numbers of children with disabilities into the music classroom, many times without the teacher being informed of these students' unique needs. In order for music teachers to successfully teach in an inclusive classroom, they must be prepared to work effectively with special learners, including children with disruptive behavior disorders. Music teachers recognize the need for such preparation and teachers who receive specialized training feel more capable of working with children who have disabilities. Disruptive behavior disorders can be deceptive, in that the child may display no outward physical signs of a disorder and may have normal or above normal intelligence. Consequently, a music teacher may be caught off guard if a child becomes noncompliant or behaves aggressively. In order to manage and prevent disruptive behaviors, music teachers need to understand the origins of the child's disorder, which may be a neurological problem or a learned response. In this article, readers will find descriptions of three prominent disruptive behavior disorders and their origins: learning disabilities, attention-deficit/hyperactivity disorder, and emotional and behavioral disorders. (Contains 37 endnotes.) (ERIC). |
| Anmerkungen | MENC Subscription Office, P.O. Box 1584, Birmingham, AL 35201. Web site: http://www.menc.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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