Literature ReviewInclusion in Music Education (Should reflect your topic)

Running Head: INCLUSION IN MUSIC EDUCATION

Inclusion in Music Education: Literature Review

Kaplan University

Allyson Moore

ED512 Action Research

February 23, 2009 Literature ReviewInclusion in Music Education (Should reflect your topic)

Introduction

The educational practice called inclusion has brought increasing numbers of children with disabilities into the music classroom, many times without the teacher being informed of the unique needs of the students. These students include those with behavior issues and hearing impairments. Music teachers have to be highly qualified under the No

Child Left Behind act and therefore must be prepared to successfully teach these (define these) students (de l’Etoile, 2005).

This review seeks to examine literature that gives the general music teacher information about students with behavior issues as well as students who are deaf or hearing impaired.

Behavioral Issues

Children with behavior disorders such as Attention Deficit/Hyperactivity

Disorder (ADHD) have difficulty paying attention. They are likely to show signs of inattention, hyperactivity and impulsivity. They may look dreamy and appear not to listen to directions. Hyperactivity is evident in a child who may exhibit physical activity at a rate and intensity that is much higher than expected for their age. Impulsive behavior manifefests when children act without thinking. They have difficulty in waiting their turn and doing things without permission (de l’Etoile 2005). Good description! Literature ReviewInclusion in Music Education (Should reflect your topic) A music teacher may feel exhausted and overwhelmed when faced with students with ADD such as these during their music time. These children appear to have difficulty maintaining an optimal level of stimulation. They have a higher need for stimulation than students without behavior issues. Their inattentive, impulsive and hyperactive behavior is merely an attempt to obtain additional amounts of stimulation. Such behaviors are most likely to occur during tasks requiring prolonged attention and concentration and that students find monotonous (de l’Etoile 2005).

When a music teacher is faced with the challenge of teaching these students in a music setting, it can be overwhelming because the teacher constantly has to maintain proper order. According to de-l’Etoile (2005), there are ways that music teachers can provide stimulation by providing (building) regular physical movement into musical experiences or allowing brief breaks for physical activity. Providing such activities can provide a temporary increase in stimulation and may help children perform more efficiently for the rest of the class period.

There are several additional strategies that a music teacher can provide to insure that the children with behavior issues are successful within the music classroom. These include being consistent, acknowledging good behavior and correcting students when they misbehave (Hart, 2003).

Working with children, who have behavior disorders, can be challenging and rewarding. Teachers who understand the origins of problem behaviors will be better equipped to address and prevent them. Music teachers can obtain assistance in this endeavor from other teachers, parents, school administrators and school psychologists.

As this is a lit review, do you have a reference for this? As students acquire the skills to Literature ReviewInclusion in Music Education (Should reflect your topic) control their behavior, they will more likely be able to learn music, a worthwhile goal for all teachers and students.

Hearing Impairments Italicize

Hearing disabled students may be defined as deaf or hard of hearing. An individual classified as deaf is one whose hearing loss is so great that speech cannot be understood through the ears alone, even with a hearing aid. A person described as hard of hearing has a significant hearing loss requiring some special adaptations, but can understand speech through auditory processes (Heward, 2001).

Students with impaired hearing have found success in school music programs for over 100 years. Students who are deaf and/or hard of hearing continue to be part of music programs in today’s schools (Hash. 2003). However, some music teachers are reluctant to teach students because they lack the familiarity with musical capabilities of deaf learners, or they fear these musicians may negatively affect performance quality (Sheldon, 1997).

Great information!

In terms of specific musical abilities, those with hearing impairments are capable of performing in a general music setting. They can maintain steady beat, sometimes better than hearing students. They are, however, less successful in reproducing rhythmic patterns with adequate modifications and can make significant improvement (Darrow,

1989).

One of the most recognized benefits of music instruction for students who are hearing impaired is the acquisition of language (Atterbury, 1990). Properties of music such as rhythm, accents, tempo, and repetition organize and direct behavior toward Literature ReviewInclusion in Music Education (Should reflect your topic) educational goals by supporting the structure of language. In addition, music can provide motivation for positive behavior, serve as academic support for reading and writing, and become a means for developing positive self-image. Children can also improve body coordination through rhythmic movement and develop social skills by interacting with hearing students during music participation (Darrow & Schunk, 1996).

Many hearing impaired people value music experience for its own sake (Darrow,

1989). Music objectives for hearing impaired students should go beyond social benefits to include learning about rhythm, harmony, melody, form and expression. In addition, music of various cultures and masterworks from as many genres as possible should remain an important part of the curriculum. These aims are best met through the visual, tactile and movement aspects of instrumental study rather than singing or music listening

(Darrow & Gfeller, 1991). More good information!

Creating an environment to allow hearing impaired students to be successful in the music classroom is essential. Students may act out if they are unable to hear or understand the teacher’s instructions (Zinar, 1987). The best prevention for these behaviors is to insure surroundings and teaching practices take into account the special needs of these students. Instructional practices should be modified when working with hearing impaired musicians. The teacher, when talking, should always face the student, stand in one place and speak slowly. Using an overhead will allow the teacher to give written instructions instead of turning away from the student (Darrow & Schunk, 1996).

Teachers should not be afraid to use gestures, predetermined signals, or visual aids when communicating with hearing impaired students, as they are usually accustomed to a variety of communication strategies (Atterbury, 1990). Some hearing impaired Literature ReviewInclusion in Music Education (Should reflect your topic) students may nod or smile to indicate understanding of instructions even when they do not grasp the material. Therefore, ongoing assessments are needed to insure progress.

Music performance and music composition can be utilized to demonstrate pupil is understanding of rhythm and notation. Students’ comprehension of phrase contour, dynamic intensity can also be determined through hand gestures and body movements

(Zinar, 1987).

Conclusion

Music is a multi-sensory experience and should be enjoyed by those who can hear as well as those who cannot. Teaching students with hearing impairments can be a highly rewarding and valuable experience for the student and the teacher.

All children can be helped to learn to enjoy and to become involved in music to some extent. Music can be a great value for children who have behavior issues or difficulties in hearing. A single instrument can possess qualities of sound and tone irresistible enough to reach a child in a direct uncomplicated manner. Music contributes to reasoning ability, reading skills, personal fulfillment, language development, promotion of communication and positive attitudes towards school. This is better earlier in your paper. Literature ReviewInclusion in Music Education (Should reflect your topic)

References

Atterbury, B. W. (1990). Mainstreaming exceptional learners in music. Englewood

Cliffs, NJ: Prentice Hall.

Darrow, A. A. (1989). Music for the hearing impaired. Update: Applications of Research

in Music Education

Darrow, A. A., & Gfeller, K. (1991). A study of public school music programs

mainstreaming hearing impaired students. Journal of Music Therapy. Volume and

number??

Darrow, A. A., & Schunk, H. A. (1996). Music therapy for learners who are deaf/hard of

hearing. Models of music therapy: interventions in school settings: from

institution to inclusion. Silver Springs, MD: National Association for Music

Therapy. de l’Etoile, S.K. (2005).Teaching music to special learners: Children with disruptive

behavior disorders. Music Educators Journal, May 2005, Vol.91 Issue 5. See

APA for volume and issue numbers Literature ReviewInclusion in Music Education (Should reflect your topic) Hart, D. J. (2003). How teaching music has taught me how children think and learn.

Retrieved on February 22, 2009 from www.eslteachersboard.com.

Hash, P. M. (2003) Teaching music to deaf and hard of hearing students. Research and

Issues in Music Education, Vol. 1. See how to reference journals.

Heward, W.L. (2001). Exceptional children: An introduction to special education (6th

ed.). Upper Saddle River, NJ: Prentice Hall.

Zinar, R. (1987). Music activities for special children. West Nyack, NY: Parker.

Literature Review Assignment Rubric Scoring Mastery Proficient Practiced Emergent Introductory No Progress Earned Criteria/ Level Level Level Level Level Points Course 0 and Level 5 4 3 2 1 CLA Assessmen Score t Criteria

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current current current  selection of at  selection of  selection of literature literature literature least six at least at least relevant seven seven  selection of  selection of  selection of appropriate peer outstanding excellent at least six at least six at least six reviewed peer peer relevant relevant relevant research articles reviewed reviewed appropriate appropriate appropriate research research peer peer peer  misinterpretatio articles articles reviewed reviewed reviewed n of facts research research research  insightful  sophisticated articles articles articles and accurate , accurate  interpretatio interpretation  accurate 0 POINTS n of facts. of facts. interpretatio  mostly  inaccurate n of facts. accurate interpretatio interpretatio n of facts n of facts. 237-213 POINTS 250 POINTS 250-238 212-188 211-163 162- 125 POINTS POINTS POINTS POINTS POINTS: 245 Writing Assignment is Assignment Assignment Assignment Assignment Fails to use Mechanics free of has very few, if has some has several has many appropriate No CLA and spelling, any, spelling, spelling, spelling, spelling, mechanics and Timeliness grammar, or grammar, grammar, grammar, grammar, APA. punctuation punctuation punctuation punctuation punctuation errors. errors. and APA and APA and APA Citations and Citations and errors. errors. errors. reference list reference list are properly are properly formatted in formatted in APA style. APA style.

28-26 POINTS 0 POINTS POINTS: 25/30 30-29 POINTS 25-23 22-20 19-15 30 POINTS POINTS POINTS POINTS Timeliness Submitted on Submitted 1-2 Submitted 3-5 Submitted 6-7 Submitted 8-10 Submitted more No CLA time. days late. days late. days late. days late. than10 days late.

18-17 POINTS 0 POINTS 20-19 POINTS 16-15 14-13 12-10 POINTS: 20 POINTS POINTS POINTS POINTS 20/20 Total Points: ____/290 Instructor Summative Comments: _/300