A special education music teacher must be prepared to be a member of a • Teachers will have wide freedom in how they teach music in schools, but all schools should provide high quality music education as part of a broad and balanced curriculum. Standley, J. M. (1996). Students can have mild, moderate, or severe symptoms and can be found in both general education and special education classes. The profession is guided by ethical policies grounded in the acknowledgement of the importance of The first part describes music therapy and the rationale for its effective-ness. • Music education is patchy across the country and change is needed to ensure all pupils receive a high quality music education. Experienced music educators would also agree that student teachers need to observe and teach special learners before en-tering the profession (Pontiff, 2004). This is typical across allied health disciplines. … music education being offered, including staffing and resources, as well as music’s place and perceived value in the curriculum. special education disorders and tend to reflect the idiosyncratic nature of the disorders among individuals. Journal of Research in Music Education, 44(2), 105–133. Booth investigated music therapy in special education by sending written questionnaires to 78 special schools in Victoria and also found limited understanding. no training in teaching music to students with special needs. services as well as make unique contributions to the special education classroom. However, several researchers have noted that there are a number of similarities between music education and music therapy when both are used in special schools (e.g. Main findings (i) Access to music education There was a mix of pupil access to music education, with 91% (n=51) of schools providing whole class music lessons, 65% (n=36) offering sessions to small groups and just over After three semesters of fieldwork prior to student teaching, music-education … A meta-analysis on the effects of music as reinforcement for education/therapy objectives. Music therapy in special education differs from music teaching in its emphasis on the acquisition of non-musical skills, using music as a symbol of emotional and personal growth rather than as a cognitive skill-set to be learned and practised. It is hoped that this resource will be useful in making it possible to include students of all types in American music education programs. Daveson and Edwards (1998) hypothesised reasons for a lack of music therapy within special education, suggesting that it was due to limited understanding about the nature of music therapy. Philosophy of Music Education Mary Elizabeth Barba Follow this and additional works at:https://scholars.unh.edu/honors Part of theMusic Education Commons, and theMusic Pedagogy Commons This Senior Honors Thesis is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. Special Education Music The primary purpose of music education programs for handicapped children (as for all children) is to actively involve the child in meaningful music experiences that will develop music concepts and skills appropriate to individual functioning level. groups of people involved in the music education of learners with special needs: learners, parents, and music teachers. 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