Date on Honors Thesis

Fall 5-2020

Major

Music Education

Examining Committee Member

Dr. Bradley Almquist, Advisor

Examining Committee Member

Prof. Joan Eckroth-Riley, Committee Member

Examining Committee Member

Dr. Cindy Clemson, Committee Member

Abstract/Description

Exceptional children belong in music classrooms. Music ensemble directors need to overcome complex challenges to meet the goal of inclusion, because ensembles often include a mixture of ages, grades, social and intellectual development stages, musical skills, and a wide variety of diverse learning needs. This study focuses on how a choral ensemble director may create an inclusive environment for students on the Autism Spectrum.

This study reviewed the current research on inclusive rehearsal environments. Analysis revealed varied methods for differentiation that allows students with special needs to thrive in a music classroom and also revealed that music can be a powerful method of therapy. Although the research indicates that there are challenges to implement inclusive choral ensembles, the benefits of doing so have been largely beneficial and positive. In conclusion, modifications and adaptations can be made to the components of instruction in order to differentiate instruction to best meet individual student’s needs. Individualized instruction can be crucial for the success of a student on the spectrum participating in a choral ensemble.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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