|
Click on
Shop Hoagies' Page before you visit your favorite on-line stores
including Amazon
and many more of your favorite stores. Thanks for
making Hoagies' Gifted community possible!
Donations
Your donations help keep Hoagies' Gifted Education Page on-line.
Support Hoagies' Page!
| |
Music for Students with Disabilities (January 2002)
How can music be used with students who have disabilities?
"All children can be helped to learn to enjoy and to become involved in music to some extent. Music can be of inestimable value for children who have difficulties in hearing, seeing, moving, thinking or responding. A single instrument can possess qualities of sound and tone irresistible enough to reach a child in a direct, uncomplicated manner. Children who experience severe obstacles in forming relationships with other children, adults and their environment can achieve security and joy in making music. By means of music, we can assist these children to come to maturity in many ways.
"Music confers non-musical benefits that have particular consequences for pupils with special needs. It contributes to:
- reasoning ability
- reading skills
- feelings and response
- personal fulfillment
- language development
- the promotion of communication
- motor control and physical well-being
- positive attitudes to school
- socializing and pleasurable experiences in a group"
(From Walker, A. (1996). An ear for music. In J. Piotrowski (ed.), Expressive arts in the primary school (pp. 38-48). London: Cassell.)
Following are a link to related Internet resources and selected citations from the ERIC database and the search terms we used to find the citations.
You can search the ERIC database yourself on the Internet through either of the following web sites:
ERIC Citations
The full text of ERIC documents (for example, EDxxxxxx) is available:
- In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm.
- For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC.
(no longer available)
The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:
- The originating journal
- Through interlibrary loan services at your local college or public library
- From article reproduction services such as
ERIC Search Terms Used
music
AND
special education OR disabilities
ED451913 PS029373
Title: Help Yourself! Activities To Promote Safety and Self-Esteem.
Author(s) Ross, Kate
Pages: 155
Publication Date: 2001
Notes: Book is based on CD, "Help Yourself!" by Cathy Fink and Marcy Marxer.
ISBN: 1-929610-00-9
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Availability: Redleaf Press, 450 North Syndicate, Suite 5, St. Paul, MN 55104
($19.95). Tel: 800-423-8309 (Toll Free); Tel: 651-641-0305; Fax: 800-641-0115
(Toll Free); Web Site: http://www.redleafpress.org.
Language: English
Document Type: Book (010); Guides--Classroom--Teacher (052)
Geographic Source: U.S.; Minnesota
Journal Announcement: RIESEP2001
Target Audience: Practitioners; Teachers
First in a series of books designed to accompany the compact disk "Help Yourself,"
this book provides suggestions for classroom activities using the CD songs as a
springboard into a curriculum for promoting self-esteem and safety skills among
preschool children. Each section begins with sheet music and complete lyrics for
each of the 12 songs, then offers a variety of activities to explore the topic of
each song. The first activity for each song gives ideas for using the song during
circle time. The other activities show how to expand upon the song with supporting
activities designed for various areas of the classroom and various parts of the day.
Many of the activities include adaptations for children with disabilities. The
topics of the songs and the activities are: (1) children helping themselves; (2)
basic safety awareness; (3) emotional awareness; (4) exploring self-help tasks; (5)
clothing selection for different types of weather; (6) building imagination through
reading; (7) individuality; (8) comfortable and uncomfortable secrets; (9) being
careful with strangers; (10) name and address; (11) nutrition; and (12) self
appreciation.
Descriptors: *Child Safety; Class Activities; Disabilities; *Learning Activities;
Music; Music Activities; Nutrition; *Preschool Children; *Preschool Curriculum;
Preschool Education; *Self Esteem; Songs
EJ608946 SO532523
Title: Challenges of Inclusion for the General Music Teacher.
Author(s) Thompson, Keith P.
Source: General Music Today, v12 n3 p7-9 Spr 1999
Publication Date: 1999
ISSN: 1048-3713
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJDEC2000
Asserts that music teachers must become active participants in the process by which
school policies concerning inclusion are established. Offers suggestions for
enabling music teachers to successfully educate students with disabilities focusing
on language use, social interaction, and physical involvement issues. Provides
sources for additional information on inclusion.
Descriptors: Classroom Techniques; *Disabilities; *Educational Policy; Educational
Strategies; Elementary Education; Group Dynamics; *Inclusive Schools; Language
Skills; *Music Education; Physical Mobility; *Special Needs Students; *Teacher
Role
EJ564020 EC618932
Title: Music Therapy in the Treatment of Social Isolation in Visually Impaired
Children.
Author(s) Gourgey, Charles
Source: RE:view, v29 n4 p157-62 Win 1998
Publication Date: 1998
ISSN: 0899-1510
Language: English
Document Type: Information Analysis (070); Journal articles (080)
Journal Announcement: CIJNOV1998
Reviews the literature on the use of music therapy with visually impaired and
socially isolated children. Describes ways that music therapy can help the child
explore his environment, modify blindisms (stereotypic, autistic-like behaviors), and
encourage social awareness and interaction with other children.
Descriptors: Auditory Stimuli; Auditory Training; *Behavior Change; Children;
Interpersonal Competence; *Interpersonal Relationship; *Loneliness; *Music Therapy;
*Visual Impairments
Identifiers: Blindisms
EJ579516 EC620600
Title: A Role for Music Therapy in Special Education.
Author(s) Daveson, Barbara; Edwards, Jane
Source: International Journal of Disability, Development and Education, v45 n4 p449-57 Dec 1998
Publication Date: 1998
ISSN: 0156-6555
Language: English
Document Type: Information Analysis (070); Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJSEP1999
Reviews the literature on the role and application of music therapy in special
education in an Australian context. Notes that music therapy in Australia is
practiced in medical contexts, education contexts, and in private practice and
community programs.
Descriptors: Community Programs; *Disabilities; Elementary Secondary Education;
Foreign Countries; Medical Services; *Music Therapy; Special Education
Identifiers: *Australia
EJ571869 EC619738
Title: Can the Use of Background Music Improve the Behaviour and Academic
Performance of Children with Emotional and Behavioural Difficulties?
Author(s) Hallam, Susan; Price, John
Source: British Journal of Special Education, v25 n2 p88-91 Jun 1998
Publication Date: 1998
ISSN: 0952-3383
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJMAY1999
This study examined effects of providing "mood calming" background music in a
special class for children with emotional and behavioral difficulties. Findings
indicated a significant improvement in behavior and mathematics performance for all
10 of the children, with effects most noticeable for children with problems related
to constant stimulus seeking and over activity. Improved cooperation and reduced
aggression were also found.
Descriptors: Aggression; *Attention Control; Attention Deficit Disorders; *Behavior
Change; *Behavior Disorders; *Classroom Environment; Cooperation; Elementary
Secondary Education; *Emotional Disturbances; Hyperactivity; Mathematics
Achievement; *Music
EJ596115 SO531757
Title: In Step with Inclusion.
Author(s) Forrest, Renee; Maclay, Diane; Montgomery, Janet
Source: Teaching Music, v5 n3 p56-57,74 Dec 1997
Publication Date: 1997
ISSN: 1069-7446
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJMAY2000
Stresses that music teachers must address the Individual Education Plans (IEPs) for
each of the children with disabilities in order to have successful experiences with
inclusion. Maintains that inclusion helps to change the attitudes about students
with disabilities, promotes teamwork among teachers and staff, and enhances the
education of all the children.
Descriptors: *Attitudes toward Disabilities; *Disabilities; *Educational Benefits;
*Educational Cooperation; Elementary Secondary Education; *Inclusive Schools;
*Individualized Education Programs; Music Education; Skill Development; Social
Integration
ED433653 EC307398
Title: ArtExpress: A Curriculum for Young Children with Disabilities.
Author(s) Hutinger, Patricia L.; Betz, Amy; Bosworth, Jennifer; Potter, Judy;
Schneider, Carol
Author Affiliation: Western Illinois Univ., Macomb.(JIM95325)
Pages: 224
Publication Date: 1997
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC. Early
Education Program for Children with Disabilities. (EDD00084)
Contract No: H024B20010
Available from: EDRS Price MF01/PC09 Plus Postage.
Availability: Macomb Projects 1997, 28 Horrabin Hall, 1 University Circle, Western
Illinois University, Macomb, IL 61455; Tel: 309-298-1634; Fax: 309-298-2305; Web
site: http://www.mprojects.wiu.edu
Language: English
Document Type: Guides--Classroom--Teacher (052)
Geographic Source: U.S.; Illinois
Journal Announcement: RIEFEB2000
Target Audience: Practitioners; Teachers
This curriculum guide offers principles, guidelines, and suggested activities for
teaching art to young children with a wide variety of disabilities. An introductory
chapter notes the benefits of the arts, adaptations for various disabilities, the
curriculum's rationale, and integration of the arts across learning domains. Chapter
2 examines how children learn through play and art, and applies a cycle of learning
to the visual arts, music and movement, and dramatic play. Chapter 3 considers the
adult role in art education. Chapter 4 gives specific suggestions for structuring
the art environment, including time, space, materials, and activities. Chapters 5
through 7 offer sample activities for the areas of visual arts, music and movement,
and dramatic play. Chapter 8 addresses ways to integrate the arts into early
childhood experiences, while chapter 9 explains how to adapt materials. Chapter 10
is on the value of family participation and chapter 11 offers suggestions for
assessment. Chapter 12 lists resources, both expressive art resources and technology
resources. Appended are a glossary and instructions for making a "music mat."
Descriptors: *Art Activities; *Art Education; Art Expression; *Curriculum
Development; *Disabilities; Dramatic Play; Early Childhood Education; Family
Involvement; Integrated Curriculum; Learning Activities; Movement Education;
Music Education; Resource Materials; Student Evaluation; Teaching Methods; Visual
Arts
ED422053 PS026073
Title: More Than Singing: Discovering Music in Preschool and Kindergarten.
Author(s) Moomaw, Sally
Pages: 257
Publication Date: 1997
ISBN: 1-884834-34-5
Available from: Document Not Available from EDRS.
Availability: Redleaf Press, Division of Resources for Child Caring, 450 North
Syndicate, Suite 5, St. Paul, MN 55104-4125; toll-free phone: 1-800-423-8309
($29.95, plus shipping and handling; includes companion cassette tape).
Language: English
Document Type: Book (010); Guides--Classroom--Teacher (052); Non-print media (100)
Geographic Source: U.S.; Minnesota
Journal Announcement: RIEJAN1999
Target Audience: Practitioners; Teachers
This book contains over 100 music activities to help teachers, child care
providers, and parents bring the joy, theory, and practice of music to young children.
An introductory chapter is followed by chapters on songs, rhythm, instruments, music
centers, movement, music throughout the day, and group times. Chapters 2 through 8
each contain two sections--answers to questions that teachers frequently ask and
activities that help children construct knowledge about sound and music. Photographs
of instruments and whole-language extensions accompany guidelines on how to construct
the materials. The cassette tape that accompanies the book contains all of the songs
and rhythms described in the activities. The book suggests ways that music can be
used for exploring multicultural dimensions in curriculum. Suggestions are also
given for modifying music activities for children with disabilities. A "Resource
Information" section lists the books and recordings mentioned in each chapter.
Descriptors: Audiotape Recordings; Classroom Techniques; Early Childhood Education;
Integrated Curriculum; Kindergarten; Kindergarten Children; Movement Education;
Multicultural Education; *Music; *Music Activities; Music Appreciation; *Music
Education; Musical Instruments; Physical Disabilities; Preschool Children; Rhythm
(Music); *Singing
ED403922 IR056323
Title: Music for Blind and Physically Handicapped Individuals. Fact Sheet.
Author Affiliation: Library of Congress, Washington, DC. National Library Service
for the Blind and Physically Handicapped.(BBB18688)
Pages: 6
Publication Date: January 1996
Available from: EDRS Price MF01/PC01 Plus Postage.
Availability: Electronic version: gopher://marvel.loc.gov:70/00/.ftppub/nls/
reference/facts/music.
Language: English
Document Type: Reference materials--Directories/Catalogs (132); Reports--Descriptive (141)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEJUN1997
Government Level: Federal
With the cooperation of composers and publishers who grant permission to use
copyrighted works, the National Library Service for the Blind and Physically
Handicapped (NLS) of the Library of Congress selects and produces music scores in
braille and large-print formats, and music magazines and books about music and
musicians in large-print, braille, and recorded formats. People interested in music
materials receive them directly from NLS in Washington, D.C.; materials are sent to
borrowers and returned to NLS by postage-free mail. Music patrons nationwide can
call the NLS at a toll-free number. Anyone who is unable to read or use standard
printed materials as a result of temporary or permanent visual or physical
limitations may receive service. Six music magazines are offered by direct mail to
eligible readers. The music collection, made up of about 30,000 books, scores, and
instructional recordings, is a major resource for blind, partially sighted, and
physically handicapped musicians, music students, and others who enjoy music.
Materials in braille make up the largest portion of the collection. Enlarged scores
with a minimum of 14-point type size and a staff size of one inch are available for
voice, piano, and other instruments. The material on audio discs and cassettes
includes music theory, appreciation, and history; biographical sketches of musicians
and their art; interviews and master classes; and instruction for various instruments.
Musical recordings intended solely for entertainment are not part of the free program.
An order form is included, along with a checklist of materials.
Descriptors: *Audiotape Recordings; Biographies; *Blindness; Books; *Braille;
Information Services; *Large Type Materials; Library Collections; *Library
Services; *Music; Music Education; Musical Composition; Musicians; Periodicals;
*Physical Disabilities; Special Libraries; User Needs (Information)
Identifiers: Library of Congress; *National Library Service for the Blind
EJ546586 SO528845
Title: Special Learners with Special Abilities.
Author(s) Stambaugh, Laura
Source: Music Educators Journal, v83 n3 p19-23 Nov 1996
Publication Date: 1996
ISSN: 0027-4321
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJNOV1997
Target Audience: Teachers; Practitioners
Profiles a summer music and arts program specifically designed for children and
adults with Williams Syndrome. Williams Syndrome is a chromosomal aberration,
usually resulting in mild or moderate retardation often accompanied by an acute
sensitivity to sound and perfect pitch. The summer program focused on music and
performing arts.
Descriptors: Adult Education; Applied Music; Congenital Impairments; *Disabilities;
Elementary Secondary Education; *Mental Retardation; Music Activities; *Music
Education; *Music Therapy; *Resident Camp Programs; *Special Education; Summer
Programs; Therapeutic Environment; Therapeutic Recreation
Identifiers: Massachusetts; *Williams Syndrome
EJ529446 EC614499
Title: Disc Jockey.
Author(s) Sparber, Sandra R.
Source: TEACHING Exceptional Children, v29 n1 p73-74 Sep-Oct 1996
Publication Date: 1996
ISSN: 0040-0599
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJJAN1997
Target Audience: Teachers; Practitioners
"Disc Jockey" is described as a classroom activity for junior high students with
moderate/severe disabilities. The disc jockey of the day chooses music and operates
a classroom tape recorder. The activity encourages students to learn days of the
week, communication skills, age-appropriate behavior, and motor skills, and to
develop feelings of self-worth.
Descriptors: Audiotape Recorders; *Class Activities; *Communication Skills; Junior
High Schools; Language Skills; Motor Development; *Music Activities; Self Esteem;
*Severe Disabilities; *Student Participation
EJ529442 EC614495
Title: It's Music to My Ears! Teaching Music-Related Leisure Skills to Secondary
Students with Disabilities.
Author(s) Buck, Glenn H.; Gregoire, Michele A.
Source: TEACHING Exceptional Children, v29 n1 p44-47 Sep-Oct 1996
Publication Date: 1996
ISSN: 0040-0599
Language: English
Document Type: Guides--Classroom--Teacher (052); Journal articles (080)
Journal Announcement: CIJJAN1997
Target Audience: Teachers; Practitioners
The teaching of music-related leisure skills to secondary students with
disabilities is discussed. Areas of discussion include the limits of music education
programs; music-related skills that can be taught in the classroom (including
accessing, appreciating, and engaging in musical experiences); and teaching music-
related skills (including budgeting for concerts).
Descriptors: Cultural Activities; *Disabilities; *Leisure Education; Leisure Time;
Music Activities; *Music Appreciation; *Music Education; Secondary Education
EJ522843 EC613481
Title: Janet's Picks: Music, Music, Music--Everywhere, for Everyone.
Author(s) Drill, Janet
Source: TEACHING Exceptional Children, v28 n4 p74-76 Sum 1996
Publication Date: 1996
ISSN: 0040-0599
Language: English
Document Type: Journal articles (080); Reference materials--Bibliographies (131)
Journal Announcement: CIJSEP1996
Target Audience: Practitioners
Seventeen resources for using music in the education of students who are disabled
or gifted are described. The resources focus on programs, practices, and teaching
suggestions, including ideas for promoting inclusion of students with disabilities in
regular classrooms.
Descriptors: Classroom Techniques; *Disabilities; Elementary Secondary Education;
*Gifted; *Music Education; *Music Therapy; *Teaching Methods
EJ509171 SO526691
Title: Special Learners in the Music Classroom.
Author(s) Humpal, Marcia Earl; Dimmick, Jacquelyn A.
Source: Music Educators Journal, v81 n5 p21-23 Mar 1995
Publication Date: 1995
ISSN: 0027-4321
Language: English
Document Type: Guides--Classroom--Teacher (052); Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJDEC1995
Target Audience: Teachers; Practitioners
Maintains that inclusion, mainstreaming, and other issues associated with special
education are becoming part of music education. Asserts that music teachers have a
responsibility to develop the music potential of all students. Describes classroom
techniques for meeting the individual needs of special students.
Descriptors: *Classroom Techniques; *Educational Strategies; Elementary Secondary
Education; Mainstreaming; *Music Education; *Music Teachers; Regular and Special
Education Relationship; *Special Education; *Special Needs Students; Teaching
Methods
Identifiers: *Music Educators National Conference
ED405658 EC302848
Title: Project PARTnership: A Model Program for Promoting Self-Determination
through Participation in the Arts. Final Report {and} Teacher's Visual Sampler.
Author(s) Harris, Carolyn DeMeyer; McKinney, David D.
Author Affiliation: VSA Educational Services, Washington, DC.(BBB29886)
Pages: 125
Publication Date: September 1993
Notes: For the instructional kit, see EC 302 849. Project Partnership videotape
profiling the lives of three artists with disabilities not available from ERIC.
Sponsoring Agency: Office of Special Education and Rehabilitative Services (ED),
Washington, DC. (EDD00011)
Available from: EDRS Price MF01/PC05 Plus Postage.
Language: English
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEAUG1997
This final report describes activities of Project PARTnership, a 3-year
demonstration program to develop the self-determination and self-advocacy skills of
young people with disabilities through increased participation in the arts. Key
program elements included: (1) development of a new course and adaptation of existing
curricula to increase accessibility of arts education to students with disabilities;
(2) training of school faculty, community arts leaders, and parents to increase their
understanding of the value of arts education for students with disabilities; (3)
involvement of artists with disabilities as performers, trainers, role models, and
mentors; (4) establishment of a support network to encourage students with
disabilities to pursue their interests in the arts and to promote their integration
into school and community arts programming; and (5) development and implementation of
an Individual Arts Education Plan as part of each student's Individual Education Plan
process. The project coordinated with Very Special Arts organizations and
implemented the program at sites in Louisiana; Ohio; Washington, D.C.; Nevada; New
Hampshire; and New Mexico. The core course involves 20 to 50 sessions of instruction
in the visual arts, dance and creative movement, music, drama, or creative writing.
The project also developed an instructional kit, a videotape, and a teacher's visual
sampler. Most of this document consists of a third-party year three evaluation
report and final reports from the nine implementation sites. The visual sampler,
which is appended, provides an illustrated introduction to the program.
Descriptors: *Art Education; *Art Expression; Artists; Creative Dramatics; Creative
Writing; Curriculum Development; Dance; Demonstration Programs; *Disabilities;
Elementary Secondary Education; Individualized Education Programs; Individualized
Instruction; Music Education; Photography; *Self Determination; Social Integration;
Student Development; Training; Visual Arts
Identifiers: Very Special Arts Festivals
ED405659 EC302849
Title: Project PARTnership: Instructional Kit. A Model Program for Encouraging Self-Determination through Access to the Arts.
Author(s) Harris, Carolyn DeMeyer, Ed.; McKinney, David D., Ed.
Author Affiliation: VSA Educational Services, Washington, DC.(BBB29886)
Pages: 105
Publication Date: 1993
Notes: For the final report, see EC 302 848.
Sponsoring Agency: Office of Special Education and Rehabilitative Services (ED),
Washington, DC. (EDD00011)
Available from: EDRS Price MF01/PC05 Plus Postage.
Language: English
Document Type: Guides--Classroom--Teacher (052)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEAUG1997
Target Audience: Teachers; Parents; Community; Practitioners
This instructional kit outlines procedures for implementing Project PARTnership, a
program for teaching students with disabilities greater self-determination skills
through specifically designed arts experiences. An introductory section describes
key project activities, including establishing a site steering committee comprised of
teachers, administrators, students, and community arts leaders; selecting students to
participate; developing Individualized Arts Education Plans; and selecting staff
(including local artists with disabilities). Several administrative forms are
provided, and lesson plans for 50 arts activities are then outlined. Activities are
designed to provide students with opportunities to set a goal and plan to accomplish
it, to make choices, to work independently, to initiate, and to self-evaluate.
Lesson plans usually include an activity overview, a self-determination focus, an
indication of time and materials needed, a procedures overview, warm up, student
planning, the activity, student review, and partnership group activities. Activities
are provided in the areas of creative drama, visual arts, dance/movements,
creative
writing, photography, and music. Appendices provide specific tips for teachers
helping young people develop self-determination skills and basic information on the
disabilities defined in the Individuals with Disabilities Education Act.
Descriptors: *Art Education; *Art Expression; *Classroom Techniques; Creative
Dramatics; Creative Writing; Dance; *Disabilities; Elementary Secondary Education;
Goal Orientation; Group Instruction; Individualized Education Programs;
Individualized Instruction; *Lesson Plans; Music Education; Personal Autonomy;
Photography; *Self Determination; Student Development; Teaching Methods; Visual
Arts
Top of Page Back to ERIC Menu Back to Hoagies' Gifted Education Page
copyright © 2002
ERIC Clearinghouse on Disabilities and Gifted Education
|
Thanks!
