Music instruction for elementary students with moderate to severe cognitive impairments: A case study

Abstract

Although elementary general music specialists teach students with a variety of exceptionalities every day (Chen, 2007; Hahn, 2010; Hoffman, 2011), many music teacher preparation programs do not adequately address exceptionality (Salvador, 2010). Articles regarding "strategies that work" appear perennially in the professional literature (e.g., Hammel, 2004), but these strategies have seldom been the subject of empirical research in peer-reviewed literature, and none of these articles pertain to how music teachers modify instruction to meet the needs of students with moderate to severe cognitive impairments (CI) who attend music with their self-contained categorical classes. This qualitative study details the practices of an elementary general music teacher with regard to music instruction of students with moderate to severe CI, both when these students were included with their fourth-grade peers and also when they attended music with their self-contained class.

“Anything Is Better than Nothing!” Inservice Teacher Preparation for Teaching Students with Disabilities

“…It is not uncommon for music educators to feel unprepared in teaching music to students with disabilities. Many universities are without preparatory methods courses (Salvador, 2010), and preservice/inservice teachers who have experienced preparatory course work still feel as though they are unprepared to teach students with disabilities (Cramer, Coleman, Park, Bell, & Coles, 2015; Hourigan, 2009; Kahn & Lewis, 2014; Ruppar, Neeper, & Dalsen, 2016; Salvador, 2015; VanWeelden & Whipple, 2014).…”

“…However, due to factors outside of their control, they felt unable to meet the needs of all of their students. The challenges that Gretchen, Phyllis, and Rhonda experienced seem to be common among music educators (Gfeller et al, 1990; Hammel, 2001a, 2001b; Heller, 1994; Hourigan, 2007; Jones, 2015; Salvador, 2015; VanWeelden & Heath-Reynolds, 2018; VanWeelden & Whipple, 2005, 2014).…”

Intersections between music education and music therapy: Education reform, arts education, exceptionality, and policy at the local level

“…Perhaps each individual child could also attend a regular music class with his age peers, receiving appropriate supports and modified curriculum. Such an approach would allow both socialization with age peers and also focus on music learning, which is the goal of music education (Salvador 2015). Effectively managing appropriate placement would require that special education directors, superintendents, and principals understand the differences and similarities among music therapy, music education, and adapted music instruction.…”

“…Both Mrs. Gonzales and Mr. Rothfeld felt isolated, and as though they needed to invent ways to teach these students without assistance from other teachers or resources. This feeling may be common among music teachers who feel unprepared to teach students with exceptionalities (Salvador 2015). Adding a music therapist to the district's special education team to consult with music teachers on instructional and management strategies could ameliorate the feelings of isolation and inadequacy that some music teachers feel when confronted with exceptional students whom they are not sure how to teach.…”

“…Some elementary music teachers do not feel well prepared to adapt and modify music instruction for individual students who are mainstreamed with their age peers (Hourigan 2009), let alone for entire classes of students with moderate to severe exceptionalities (Salvador 2015). Provision of instruction for preservice music teachers with regard to exceptional learners varies by institution.…”