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The Child as MusicianA handbook of musical development$
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Gary E. McPherson

Print publication date: 2015

Print ISBN-13: 9780198744443

Published to Oxford Scholarship Online: November 2015

DOI: 10.1093/acprof:oso/9780198744443.001.0001

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Inclusive music classrooms: A universal approach

Inclusive music classrooms: A universal approach

Chapter:
(p.361) Chapter 19 Inclusive music classrooms: A universal approach
Source:
The Child as Musician
Author(s):

Judith A. Jellison

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780198744443.003.0019

Ideas related to equity, access, barrier-free design, and other technological advancements have led to the application of universal design in education. This chapter focuses on music teaching in inclusive music settings using an approach that recognizes students on a continuum of learners, guards against overuse and overspecialization of individual adaptations, and, to the extent possible, involves all students in common activities. This chapter begins with brief discussions of music and quality of life, building a culture of inclusion, and issues concerning definitions of disabilities, labeling, and attitudes. In the main, the chapter presents principles of a universal approach using numerous teaching strategies as a way to increase opportunities for children with disabilities to participate more fully and independently in a variety of meaningful music experiences in settings with their typically developing classmates.

Keywords:   universal design, meaningful music, disabilities, inclusive music classrooms, culture, music experience, technology, music teaching

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