Conditions That Facilitate Music Learning Among Students With Special Needs

Abstract

The purpose of this mixed-methods study was to identify and define the conditions that facilitate learning in music among students with special needs. Children with special needs met once a week for 10 consecutive weeks and received instruction in primarily music as well as the other arts. The children completed pre- and posttest evaluations that served as measurements of musical ability and growth. A paired-samples t test revealed a significant difference between pre- and posttest scores. Additionally, all of the study participants (the children, each child’s parent and/or guardian, university students serving as mentors, and professionals who supervised the program) completed semistructured interviews in order to determine the conditions that may have led to the children’s musical growth. Qualitative results corroborated the quantitative results and indicated that repetition, student choice, and increased response time were considered important teaching strategies that led to student growth and learning. Likewise, having in place clear directions and expectations, a behavior plan, and fostering a positive atmosphere that was free of distractions were identified by the participants as important conditions that must be met for learning to take place. A model for including children with special needs in public school music programs is discussed.