The purpose of this mixed-methods study was to identify and define the conditions that facilitate learning in music among students with special needs. Children with special needs met once a week for 10 consecutive weeks and received instruction in primarily music as well as the other arts. The children completed pre- and posttest evaluations that served as measurements of musical ability and growth. A paired-samples t test revealed a significant difference between pre- and posttest scores. Additionally, all of the study participants (the children, each child’s parent and/or guardian, university students serving as mentors, and professionals who supervised the program) completed semistructured interviews in order to determine the conditions that may have led to the children’s musical growth. Qualitative results corroborated the quantitative results and indicated that repetition, student choice, and increased response time were considered important teaching strategies that led to student growth and learning. Likewise, having in place clear directions and expectations, a behavior plan, and fostering a positive atmosphere that was free of distractions were identified by the participants as important conditions that must be met for learning to take place. A model for including children with special needs in public school music programs is discussed.

The purpose of this study was to examine the effect of professional development instruction on teacher perceptions of competence when including students with special needs in music classrooms. Subjects for the study were in-service music educators (N = 43) enrolled in an online graduate-level course specifically created to address the skills and knowledge needed to effectively include students with special needs in classroom activities. The researchers conducted this inquiry using the one-group pretest–posttest design. A paired-samples t test revealed that a −5.6 difference between pretest and posttest means was significant (p < .05). Comments were also solicited from the participants to further explain the effect of instruction. Areas in which participants expressed the most growth were related to transparency, knowing both students’ rights and teachers’ obligations, and modifying teaching strategies and the learning environment.

The purpose of this study was to ascertain the impact of No Child Left Behind on music education in the State of Ohio. Survey research methods were employed to obtain the desired data. A 25-item questionnaire was created by the researcher, validated by experts, and pilot tested with a small group of Ohio principals. Six Likert-type items were utilized to measure principals attitudes while the remaining items helped the researcher detail the status of music programs with regard to staffing, student access, instructional time, and course offerings. The questionnaire was sent to a random sample of 246 public school principals in Ohio. Usable returns were received from 179 principals, resulting in a response rate of 73%. The overall attitude toward music education among Ohio principals was favorable, with a mean attitudinal score of25.1 (SD = 3.1). Significant differences between the attitudes of principals serving in "excellent" or "effective" schools and the principals of "academic watch" or "academic emergency" schools were revealed. Ultimately, 43% of Ohio’s public school music programs were determined to have weakened since the passage of No Child Left Behind.

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