Grade Level at Time of Presentation
Senior
Major
Music Education
Institution
Murray State University
KY House District #
27
KY Senate District #
5
Faculty Advisor/ Mentor
Dr. Bradley Almquist
Department
Music Dept.
Abstract
Exceptional children belong in music classrooms. Music ensemble directors need to overcome complex challenges to meet the goal of inclusion because ensembles often contain 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 current research on creating inclusive rehearsal environments. Analysis revealed varied methods for differentiation including modified/adapted scores that make use of color-coding, personalized parts, and symbolic notation; choral ensemble formats, such as self-contained choirs, partner choirs, and mainstream choirs; and student-centered instruction using project-based learning. In conclusion, modifications and adaptations can be made to the components of instruction (content, process, product, affect, and environment) in order to differentiate instruction to best meet individual student’s readiness needs, interests, and learning profiles. Individualized instruction can be crucial for the success of a student on the spectrum participating in a choral ensemble.
Included in
Accessibility Commons, Curriculum and Instruction Commons, Educational Methods Commons, Music Education Commons, Music Performance Commons, Music Therapy Commons, Other Teacher Education and Professional Development Commons, Secondary Education and Teaching Commons, Special Education and Teaching Commons
Inclusive Ensembles: Differentiating for the Singer on the Autism Spectrum
Exceptional children belong in music classrooms. Music ensemble directors need to overcome complex challenges to meet the goal of inclusion because ensembles often contain 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 current research on creating inclusive rehearsal environments. Analysis revealed varied methods for differentiation including modified/adapted scores that make use of color-coding, personalized parts, and symbolic notation; choral ensemble formats, such as self-contained choirs, partner choirs, and mainstream choirs; and student-centered instruction using project-based learning. In conclusion, modifications and adaptations can be made to the components of instruction (content, process, product, affect, and environment) in order to differentiate instruction to best meet individual student’s readiness needs, interests, and learning profiles. Individualized instruction can be crucial for the success of a student on the spectrum participating in a choral ensemble.