Date of Award
Spring 5-10-2024
Document Type
Thesis
Degree Name
Master of Music Education (MME)
Department
Music
First Advisor
Dr. Matthew Montague
Second Advisor
Dr. Lydia Bechtel
Third Advisor
Dr. Elizabeth A. Mascher
Abstract
The purpose of this study was to explore the methodologies and adaptations utilized in both self-contained and inclusive music classes for students with special needs in Southwest Missouri. Additionally, the study investigated the availability of and resources for self-contained music education classes. To address these topics, selected teachers were invited to respond through questionnaires and semi-structured interviews. Music teachers from across southwest Missouri, accessed via the Southwest Missouri Music Educators Association website listing of schools and staff, were emailed, and asked to participate in the survey using the provided link to the Google form questionnaire. 37 people responded to the survey.
The survey respondents indicated that while they enjoyed teaching students with special needs, they felt anxious about classes with student who had challenging needs. Additionally, the study revealed a lack of pre-service and in-service training for music educators. While many of the respondents indicated their confidence in their effectiveness in modifying and adapting lessons, many did not utilize physical instrument adaptors or other devices. Most of the teachers indicated paraeducators playing a vital role of support for their students with special needs. Six of the respondents teach self-contained music classrooms, indicating that inclusive music classrooms are more common than self-contained.
Recommended Citation
Scantlin, Lori, "METHODOLOGIES AND ADAPTATIONS: A SURVEY OF SELECTED TEACHERS AND THOSE WHO SPECIALIZE IN SELF-CONTAINED MUSIC CLASSROOMS" (2024). Electronic Theses & Dissertations. 522.
https://digitalcommons.pittstate.edu/etd/522
