Article

Inclusive Music Classrooms and Programs

Judith A. Jellison

in The Oxford Handbook of Music Education, Volume 2

Published in print September 2012 | ISBN: 9780199928019
Published online November 2012 | | DOI: http://dx.doi.org/10.1093/oxfordhb/9780199928019.013.0005

Series: Oxford Handbooks in Music

 Inclusive Music Classrooms and Programs

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This article focuses on the musical development of students in inclusive music settings. Five broad guidelines for inclusive music programs are discussed: inclusive programs are those where (1) students with disabilities attend regular music classrooms in their schools, and are not isolated from their peers without disabilities; (2) students with disabilities interact with their same-age, typically developing peers and participate with them in regular music classes and other age-appropriate school music activities; (3) music and music-related goals are flexible and individualized and instruction is not solely based on disability categories; (4) progress is assessed in a variety of contexts; and (5) music teachers, professionals, and parents collaborate in determining what is important for students to learn and ways to incorporate special supports and services into age-appropriate school, home, and community music activities and experiences. The ultimate goal for inclusive music programs is to develop learning environments where students both with and without disabilities participate successfully and happily in meaningful music experiences.

Keywords: music education; inclusion; inclusive music programs; musical development; students; disabilities

Article.  6419 words. 

Subjects: Music ; Music Education and Pedagogy

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