Full Description
School music teachers have always taught students with (dis)abilities in their classes and ensembles, and occasionally, school music therapists and teachers will collaborate. More often than not, music educators are unaware that their students are receiving music therapy. This handbook addresses this issue in both research and practice by bringing together the complementary fields of Music Therapy and Special Music Education--the latter still a relatively new field but growing in research output and interest. With a focus on school music education (early childhood through grade 12), the twenty-six chapters in this handbook offer a range of discussions by leaders in the fields of music education and music therapy on topics such as theoretical models of disability, ablism in music therapy, intercultural music learning in special education, Universal Design for Learning, music therapy for the whole school community, and more. Many chapters provide descriptions of successful programs in music therapy and special music education around the world.
Taken as a whole, The Oxford Handbook of Special Music Education and Music Therapy is a collaboration between the two fields for the benefit of children of all ages, their teachers, and their music therapists.
Contents
Acknowledgements
Contributors
School Descriptions
Introduction
Kimberly McCord, Cynthia Colwell Dunn, and Deborah VanderLinde
Chapter 1. An Evaluation of Research Methodologies for the Differently Abled: Shifting the Focus from Deficit-Based to Transformative
Amalia A. Allan
Chapter 2. Dismantling Ableism in Music Therapy for Autistic Students: Centering Autistic
Colleagues' Vision for the Future
Rebecca West & Mikhaela Ackerman
Chapter 3. Lived Disability Experience: Bridging Theory, Research, and Practice
Cynthia Bruce
Chapter 4. Using the Social Relational Model of Disability to Guide Ability-Oriented Music Education
Amanda R. Draper & Sarah J. Bartholomew
Chapter 5. Considering Theoretical Models of Disability: Practical Implications and Actions for the Music Educator
Erika J. Knapp
Chapter 6. Beyond Performing Inclusion: Lessons Learned through a Disability Studies-Centric Professional Learning Community
Jesse Rathgeber, Latasha Thomas-Durrell, David A. Stringham, Mary Miller, Emma Pilmer, Sarah Stelzer, & Grace Templeton
Chapter 7. Music Therapy Practices in Residential and Therapeutic Day Treatment Schools
CharCarol Fisher
Chapter 8. Making Social, Communicative, and Cognitive Connections that Count: Integrating Music Therapy Research and Practice to Support Development
A. Blythe LaGasse & Jaley A. Montgomery
Chapter 9. Exploring Intercultural Music Learning with Students with Vision Impairment and Intellectual Disability
Takako Haggerty
Chapter 10. Pedagogical Ideas for Teaching d/Deaf and Hearing Learners in Inclusive Music Classrooms
Katja Sutela
Chapter 11. Adapted Music Curriculum for Students with Intellectual Disabilities
Marina Wai-Yee Wong
Chapter 12. Adaptive Musical Instruments: Developing an Organological Framework to Support Disabled Instrumentalists in Mainstream Ensembles
Anthea Skinner & Aaron Corn
Chapter 13. Assessing the Ability to Relate in Inclusive Group Music Teaching
Erik Esterbauer, Shirley Salmon & Karin Schumacher
Chapter 14. Confidence Building Through Co-Teaching and Other Paired Teaching Experiences
Kimberly A. McCord & Abby Gail Means
Chapter 15. DRUM Out Bullying: A Music-Therapy-Based Socio-Ecological Approach to Address Bullying
Lori Fogus Gooding & Jessica DeKleva
Chapter 16. A Roadmap for Empathy-Based Behaviour Support in Music Education
Erin Parkes & Jeffery Sabo
Chapter 17. Supporting Music Literacy for All Learners: Modeling Modes of Representation
Elaine Bernstorf & Amanda M. Vanausdall
Chapter 18. Getting to Know You: Peer Assisted Learning Strategies for Music Settings
Ellary Draper
Chapter 19. A Student's Perspective on Choral Learning with Cochlear Implants
Lexy Connelly
Chapter 20. Music Education from the Child's Perspective
Rachel Grimsby
Chapter 21. Centering Perspectives of Disabled Children in Elementary Music Classrooms
Martina Vasil, Olivia Swedberg Yinger, Alaina Sheridan, Kailey Holmes
Chapter 22. Music Therapists as Team Collaborators in Special Schools
Bronte Arns & Grace Thompson
Chapter 23. Parent Coaching of Music Interventions for Young Autistic Children: Transforming Research and Professional Knowledge into Community Practice
Eugenia Hernandez-Ruiz
Chapter 24. Collaborative Music Making: A Model for Bringing Our Public Schools and Communities Together
Lyn E. Schraer-Joiner & Marguerite Modero
Chapter 25. Sensory Musiking: Fostering Inclusive Citizenship
Maria Varvarigou
Chapter 26. Cultivating Collaborative Partnerships in Schools
Melissa Gillespie
Index
