Literature Review
Although music educators often experience challenges in the inclusion setting, most agree that music is beneficial to all students, including students with disabilities (SWD). This literature review includes areas of concerns and challenges that music educators often experience in the inclusive setting as a result of (a) lack of training in special education, (b) lack of planning time, (c) scheduling issues and (c) lack of experience using music therapy (MT) practices in the inclusive music setting (Spohn, 2008). Nevertheless, it is possible that because music educators teach a variety of learning and behavioral needs, the most challenging areas perceived in the inclusive setting comprise (a) developing social, (b) appropriate behavior, (c) communication and (d) academic skills in SWD. Therefore, because of a significant growth of children with autism spectrum disorders (ASD) mainstreamed into the least restrictive environment (LRE), music educators need to become knowledgeable and conscious of the complexities and heterogeneity of the population. The following topics will be discussed in the literature review; these include (a) challenges of music educators in the inclusive setting, (b) benefits of music therapy (MT), (c) impact of music participation on children with autistic spectrum disorders (ASD) and (d) behavioral, social and language development of SWD.
Challenges of Music Educators in the Music Setting
The passage of the No Child Left Behind (NCLB) Act of 2001 mandated all students with disabilities (SWD) to be included in the general classroom and learn alongside non-disabled students. Because of the NCLB Act of 2001, significant increases of mainstreamed SWD participate in core subjects and spe...
... middle of paper ...
...daptive behavior (Strickland, 2002). Many social and communicative behaviors such as eye contact, pointing, echoic imitation, initiating, singing, playing instruments, waiting, sharing, receptive language, attention and interaction are reinforced through music activities and singing (Lim, 2010). By improving language development skills through singing, children with language deficits, such as ASD, selective mutism (SM) and SLD will be able to communicate their needs instead of using behavior as a means of communication. Verbal and social responsiveness in children with language deficits can improve with the employment of music and singing (Kouri & Winn, 2006; Lim & Drapper, 2011). In addition, active music activities intended to improve and develop language could “motivate and empower” students with language disorders (Dockrell, Conelly & Lindsay, 2009, p. 443).
Wedl, R. J. (2005). An alternative to traditional eligibility criteria for students with disabilities. In Response to Intervention (pp. 1-19). Education Evolving.
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
A way that in the Journal of Autism and Developmental Disorders is using music therapy instead of play therapy as it increases turn taking and eye contact more than when play therapy is used (E-4). Eye Contact was even proved to be held longer during this study when the child was participating in music therapy activities than when they were in regular play activities(E-1). When a mother was quoted on the British Columbian Music Therapy website, she stated that the “skills and abilities acquired in the music therapy setting generalize widely across situations.
As a musician you are exposed to many different types of terminology, ideas, debates and concepts most people are not. There are Interest and topics that we find appealing like the different language that we use to communicate with each other, are very different from someone that is heavily invested in other activities likes sports or even knitting . With these differences we have formed our own social group. The definition of an music educator is a field that touches on all domains of learning, including the psychomotor domain, the cognitive domain, and, in particular and significant ways, the affective domain, including music appreciation and sensitivity In our community we strive to achieve the goals set in this definition and also to move forward in our advancement of music in the world
While Music Therapy has gained wide-spread acclaim for its effectiveness and garnered increasing attention in the fields of Medicine and Psychology, it has not quite effervesced into the level of popularity proportional to how effective it has actually proven to be. For the purposes of this paper, the focus will be restricted to Special Education. Specifically, what will be examined is the effect that underfunding of Special Education has on the children themselves and their ability to socialize and assimilate into society as functional members. Due to the nature of Special Education, the challenges it poses to teachers, parents, other students, and society at large are significant. This population represents neurological, physiological, and
Developing a Theoretical Framework for the Use of Psychodynamic Music Therapy in the Treatment of Selective Mutism in Children with English as an Additional Language: A Heuristic Case Study” (BAMT, 2017). Her research was to look at selective mutism, “a severe anxiety disorder where a person is unable to speak in certain social situations” (NHS, 2016). In this research study Kate Jones talked about how the children with selective mutism would come into a room which contains many instruments, in which they will pick up any instrument of their choice and start to play it. Music therapists will play along with the children and have what is considered as a “musical conversation” through the instruments. This gradually develops the confidence of the children and gives the children an alternative way to converse and interact with people (BBC Radio 3,
“The 1% of US students with labels of severe disabilities including mental retardation have been historically excluded from ‘inclusive’ education” (Bentley, 2008, p. 543). Laws such as PL 94-142 and “No Child Left Behind” (as cited in Bentley), say that ‘public school students with all types of disabilities be educated in the least restrictive environment—‘to the maximum extent possible…with children who do not have disabilities’ the majority of these students with special education labels, such as, mental retardation and multiple disabilities are still isolated in special education classrooms (Bentley, 2008, p. 545). Wehmeyer (as cited in Bentley), points out that mere access does not promote authentic participation (Bentley, 2008, p. 546). Burkowski et al (as cited in Webster and Cater), “Friendship has been defined as a bond between two individuals that is stable across time and involves mutual affection, mutual preference and having fun together” (Webster and Carter, 2007, p. 201). It is up to parents, teachers and other paraprofessionals to seek ways to facilitate and encourage the types of positive interactions that will foster these types of friendships. If done successfully all students will benefit and there will be true inclusion.
There have been many studies done to find how music influences a child’s development. The College Entrance Examination Board discovered that students who took music appreciation classes had higher verbal and math scores than those who did not take the classes. (Stephens 2003) The U.S. Department of Education found that in 25,000 secondary schools, students who were highly involved in the music program did much better in math than any other students. (Stephens 2003) These studies and more have found that involvement in music increases chi...
Students with disabilities who are in self-contained classrooms struggle with many issues pertaining to independence. In their classrooms they become more dependent on their teachers and classroom peers (Jones & Hensley, 2012). This is the opposite of what is needed for these students (Jones & Hensley, 2012). Learning is a full circle process, which encompasses more than academics. In order for students with disabilities to obtain a complete education, inclusion in social dynamics should be an integral part of their learning environment (Arnon, Shamai, & Ilatov, 2008).
Music is a basic part of everyday life. What makes music unique is its ability to create an emotional response in a person. A music education program should develop the aesthetic experience of every student to its highest potential. Aesthetics is the study of the relationship of art to the human senses. Intelligence exists in several areas, which includes music. The concept of aesthetics allows us to see into ourselves, which in turn helps the development of the intelligences. Not only are these intelligences brought up greatly in music education, but they can be transferred to other areas as well, allowing students to grow more through their other subjects.
Musical Therapy for Intellectually Disabled Children Musical therapy is an established health profession that uses music to address the physical, emotional, cognitive, and social needs of an individual. Musical therapy is a unique topic that has recently became popular in special education classrooms. Because of this, there is an abundance of scholarly information on the topic. The passage “Musical Therapy in Special Education” by Daphne J. Rickson and Dr. Katrina McFerran describes, the history, eleven case studies, and further research ideas about musical therapy. The information in this passage will extend my knowledge and provide a plethora of, easily accessible, information that will help further my own research.
“The arts are vehicles for imaginative learning. As self-enablers, the arts involve students in exploring the life around them, past and present, and instructing and inventing the future.” (Fowler. 1994, p.9) With this said, one of the most influential arts that works with students who have special needs is music. Providing techniques and ideas for para educators through music can build relationships, as well help with behavior interventions. Many people come together because of music.
Music shares similar characteristics and elements to speech and language skills. As music is comprised of melodies, rhythm and harmonies, our speech uses a parallel dialogue of tone, pitch and fluency. At a very early age, infants explore musical elements of speech by exchanging vocal noises and imitating sounds and pitch. Many babies are
Music therapy is a strategy that can be tweaked and modified to fit each particular student and those student’s needs. Because every child who has ASD may not suffer with the same things. However, this strategy allows a teacher to differentiate the way it is administered to each student. A lot of students, who have ASD, struggle with communication. “MT is a non-verbal therapy;” (Kalyva, 2011, p. 91) “which is why the method is particularly effective for individuals with verbal expression difficulties, such as children with autism” (Landau,
After great practice, Josh Clark learned to spell his last name. This may not seem like a grand accomplishment, but for Josh, it is. Josh has down syndrome. He attends weekly music therapy sessions and his parents are seeing great progress. Mother said, “Within a week, he learned how to spell ‘Clark’. Without music therapy, it would have taken several weeks or several months. So how does music help Josh to learn at a faster rate than without music? Josh’s music therapist knew that Josh was accustomed with the song “Twinkle Twinkle Little Star,” so she used that to help him learn. Josh listened to her sing each letter of his last name to the familiar tune. His mom thinks, “Music therapy helps him to focus. He loves it. He’s always loved music.” It is true that music is a large part of everyone’s lives, whether it is listening to it or playing it. Josh also loves playing the maracas, so his music therapist uses the maracas as a reward for spelling his name. To the average person spelling a name is no big deal, but to Josh’s family and friends, it is much more than that. “He takes a lot longer to learn, but there are a lot more small triumphs,” his mom says (AMTA 2014). This family has seen great results from the music therapy and they are not the only ones. As more people with various therapeutic needs begin to see the benefits of music healing, it has become one of the best forms of treatment.