Date of Award

5-2019

Document Type

Thesis open access

Department

Music

First Advisor

James Worman

Abstract

This study reflects the intersection of current conversations regarding modifications and differentiated instruction in music education, special education, and teacher preparation programs. Federal law mandates that schools must include students with disabilities to the maximum extent possible in the academic curriculum, extracurricular activities, and other non-academic activities. However, there exists no systemic framework for how inclusion should be implemented in the music classroom, and opportunities for relevant professional development are limited. Special education teachers are not provided any specific training on how to implement inclusive practices in music classrooms. Music educators, while supportive of inclusion, are not taught specific strategies to effectively include students with disabilities in their classrooms and performance-related activities. This study undertakes the issue of inclusion and training and seeks to understand the perspectives of rural and urban music educators in Texas regarding their preparation and application of inclusive practices. This paper will discuss how music teacher education can be improved, making recommendations for how to implement inclusive practices in the music classroom culled from existing literature and suggestions from surveyed music educators. This study reflects the intersection of current conversations regarding modifications and differentiated instruction in music education, special education, and teacher preparation programs. Federal law mandates that schools must include students with disabilities to the maximum extent possible in the academic curriculum, extracurricular activities, and other non-academic activities. However, there exists no systemic framework for how inclusion should be implemented in the music classroom, and opportunities for relevant professional development are limited. Special education teachers are not provided any specific training on how to implement inclusive practices in music classrooms. Music educators, while supportive of inclusion, are not taught specific strategies to effectively include students with disabilities in their classrooms and performance-related activities. This study undertakes the issue of inclusion and training and seeks to understand the perspectives of rural and urban music educators in Texas regarding their preparation and application of inclusive practices. This paper will discuss how music teacher education can be improved, making recommendations for how to implement inclusive practices in the music classroom culled from existing literature and suggestions from surveyed music educators.

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