ERIC Number: EJ959875
Record Type: Journal
Publication Date: 2012-May
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-8755-1233
EISSN: N/A
Educational Supports for Students with Special Needs: Preservice Music Educators' Perceptions
Whipple, Jennifer; VanWeelden, Kimberly
Update: Applications of Research in Music Education, v30 n2 p32-45 May 2012
Historically, music educators have expressed concerns about inadequate preparation to work with students with special needs, specifically desiring skills related to instruction adaptation. Research has indicated that educational supports (written words, color coding, icons, echoing, buddy system, and other visual aids) can be particularly successful for teaching students with special needs. To determine if preservice music teachers can employ these supports and determine which are most beneficial in various music settings, preservice music educators (N = 47) completed a 5-week field experience in which they taught general music concepts to secondary students with special needs incorporating educational supports. Participants rated the educational supports of echoing and icons most important when leading various activities to teach concepts in general music and predicted that the educational supports of echoing and other visual aids would be most important when teaching in various ensembles settings. For implementing assessments, participants rated icons and small groups or stations most important. Implications for preservice and in-service teachers are discussed. (Contains 1 figure and 6 tables.)
Descriptors: Music, Disabilities, Visual Aids, Music Teachers, Special Needs Students, Preservice Teachers, Student Teacher Attitudes, Secondary School Students, Teaching Methods, Mental Retardation, Middle School Students, Resource Room Programs, Learning Activities, Musical Instruments, Singing, Movement Education
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Publication Type: Journal Articles; Reports - Evaluative; Tests/Questionnaires
Education Level: Higher Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A