The purpose of this study was to examine teacher training programs in music education to provide an overview of course offerings in Special Education available to Music Education majors. One Research Category 1, one state-funded regional, and one private institution were randomly chosen from each state when available. All schools offering a degree in music therapy were included for a total of 171 schools with usable data. Catalogues were examined to determine (a) existence of a course in special education for music education majors, (b) department through which course was offered (nonmusic content or music content specific), (c) required or elective status of course, (d) course title and credit hours, and (e) reference to mainstreaming in music methods course descriptions. The first three areas were compared by (a) category of school, (b) universities offering music therapy and those not, (c) MENC Region. Results revealed that 74% of schools had a course in special education available with 86% of these requiring at least one course with a total of 140 courses available. 110 were nonmusic content specific while 30 were music content specific. Eighty-nine percent of the nonmusic content courses were required, while only 43% of the content specific courses were required. Information was further broken down as indicated above.

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The purpose of the present study was to determine the effect of composition (art or music) on the self-concept of hospitalized children. The music composition was created using the program Making More Music. The art composition was a drawing using standard medium. The Piers-Harris Children's Self-Concept Scale was used to measure self-concept. When examining subjects as one group, a significant difference from pre- to posttest for the Total score indicated an improved self-concept. Further analyses on each of the 6 categories indicated no significant differences. The art composition group had a significant difference from pre- to posttest for the Total score and for Popularity (POP). Although not significant, scores increased from pre- to posttest for Behavioral Adjustment (BEH), Physical Appearance (PHY), Freedom from Anxiety (FRE), and Happiness and Satisfaction (HAP). The music composition group had no significant difference from pre- to posttest for the Total score but a significant difference from pre- to posttest on Intellectual and School Status (INT) and Physical Appearance (PRY). Although not significant, scores increased from pre- to posttest for TOT, BEH, and HAP. There was a significant difference between the groups on 2 categories that indicated an improved self-concept for the music group under Intellectual and School Status and for the art group under Popularity.

The purpose of this study was to examine self-reports of in-service K–12 teachers before and after participation in a course structured to integrate music and core academic objectives. Participants completed a survey that addressed music experience, ability and attitude, teaching music objectives, and integrating music and academic objectives. Results indicated that teachers became more comfortable at the global thought of integrating music and core academic objectives, with a slight increase in confidence level in integrating music with reading, math, science, or social studies objectives.

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