Elementary music educators' adaptive teaching strategies for integrated students with disabilities

This study was undertaken as a means of identifying adaptive teaching strategies for students with disabilities that are currently employed by elementary music educators. The purpose of the study was to determine: specific strategies that are employed with all students and those strategies that are adapted for students with disabilities; teachers' descriptions of the strategies they use (i.e., existing, adapted, or new strategies); aspects of the teaching-learning process that participants consider when adapting strategies; the extent to which adaptations vary for students with differing disabilities; the ways in which students with disabilities are influenced when adaptations relating to socialization, classroom management, physical environment, activities, musical understandings, or required cognitive skills are implemented; and the extent that training, teaching experience, number of students with disabilities integrated into a single music class, number of integrated music classes, primary classifications of integrated students, and amount of support from an aide influence the implementation of adaptive teaching strategies.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Music Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Perkins, Caroline Kaye

Contributors dc:contributor

• Boardman, Eunice

• Music
• Education, Music
• Education, Special

Statement dc:rights

• Copyright 1996 Perkins, Caroline Kaye

Language dc:language

eng

Identifier

9780591200300
AAI9712401
(UMI)AAI9712401

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/19319