Affiliation:
1. The University of Alabama, Tuscaloosa, USA
Abstract
Students with disabilities often have difficultly applying information learned in one context to another, also called transfer. Music teachers can provide opportunities for students to transfer and make connections between classes to enhance their learning and encourage students to think differently about the content. By including nonmusic ideas, concepts, and skills, music teachers can reinforce learning for all students. This article includes suggestions for how general music teachers can include various nonmusic ideas, concepts, and skills in music instruction as well as specific ideas for inclusive music classrooms with students with disabilities.
Reference8 articles.
1. Darrow A. A., Cassidy J. W., Flowers P. J., Register D., Sims W., Standley J. M., Menard E., Swedberg O. (2009). Enhancing literacy in the second grade: Five related studies using the Register music/reading curriculum. Update: Applications of Research in Music Education, 27(2), 12–26. https://doi.org/10.1177/8755123308330044
2. Dorn E., Hancock B., Sarakatsannis J., Viruleg E. (2020). COVID-19 and student learning in the United States: The hurt could last a lifetime. McKinsey & Company. https://www.mckinsey.com/~/media/McKinsey/Industries/Public%20Sector/Our%20Insights/COVID-19%20and%20student%20learning%20in%20the%20United%20States%20The%20hurt%20could%20last%20a%20lifetime/COVID-19-and-student-learning-in-the-United-States-FINAL.pdf
3. Draper E. A. (2017). Observations of children with disabilities in four elementary music classrooms. Update: Applications of Research in Music Education, 36(1), 12–19. https://doi.org/10.1177/8755123316660594
4. Draper E. A., Brown L. S., Jellison J. A. (2019). Peer-interaction strategies: Fostering positive experiences for students with severe disabilities in inclusive music classes. Update: Applications of Research in Music Education, 37(3), 28–35. https://doi.org/10.1177/8755123318820401
5. Geist K., Geist E. A. (2008). Do re mi, 1-2-3: That’s how easy math can be: Using music to support emergent mathematics. Young Children, 63(2), 20–25. https://www.proquest.com/openview/efd062cf649b2c3ed85d5b067eea70b4/1?pq-origsite=gscholar&cbl=27755
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献