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.
Table of Contents
AcknowledgementsContributorsSchool DescriptionsIntroductionKimberly McCord, Cynthia Colwell Dunn, and Deborah VanderLindeChapter 1. An Evaluation of Research Methodologies for the Differently Abled: Shifting the Focus from Deficit-Based to TransformativeAmalia A. AllanChapter 2. Dismantling Ableism in Music Therapy for Autistic Students: Centering AutisticColleagues' Vision for the FutureRebecca West & Mikhaela AckermanChapter 3. Lived Disability Experience: Bridging Theory, Research, and PracticeCynthia BruceChapter 4. Using the Social Relational Model of Disability to Guide Ability-Oriented Music EducationAmanda R. Draper & Sarah J. BartholomewChapter 5. Considering Theoretical Models of Disability: Practical Implications and Actions for the Music Educator Erika J. KnappChapter 6. Beyond Performing Inclusion: Lessons Learned through a Disability Studies-Centric Professional Learning CommunityJesse 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 SchoolsCharCarol FisherChapter 8. Making Social, Communicative, and Cognitive Connections that Count: Integrating Music Therapy Research and Practice to Support DevelopmentA. Blythe LaGasse & Jaley A. MontgomeryChapter 9. Exploring Intercultural Music Learning with Students with Vision Impairment and Intellectual Disability Takako HaggertyChapter 10. Pedagogical Ideas for Teaching d/Deaf and Hearing Learners in Inclusive Music ClassroomsKatja SutelaChapter 11. Adapted Music Curriculum for Students with Intellectual DisabilitiesMarina Wai-Yee WongChapter 12. Adaptive Musical Instruments: Developing an Organological Framework to Support Disabled Instrumentalists in Mainstream EnsemblesAnthea Skinner & Aaron CornChapter 13. Assessing the Ability to Relate in Inclusive Group Music TeachingErik Esterbauer, Shirley Salmon & Karin SchumacherChapter 14. Confidence Building Through Co-Teaching and Other Paired Teaching ExperiencesKimberly A. McCord & Abby Gail MeansChapter 15. DRUM Out Bullying: A Music-Therapy-Based Socio-Ecological Approach to Address Bullying Lori Fogus Gooding & Jessica DeKlevaChapter 16. A Roadmap for Empathy-Based Behaviour Support in Music EducationErin Parkes & Jeffery SaboChapter 17. Supporting Music Literacy for All Learners: Modeling Modes of RepresentationElaine Bernstorf & Amanda M. VanausdallChapter 18. Getting to Know You: Peer Assisted Learning Strategies for Music SettingsEllary DraperChapter 19. A Student's Perspective on Choral Learning with Cochlear ImplantsLexy Connelly Chapter 20. Music Education from the Child's PerspectiveRachel GrimsbyChapter 21. Centering Perspectives of Disabled Children in Elementary Music ClassroomsMartina Vasil, Olivia Swedberg Yinger, Alaina Sheridan, Kailey HolmesChapter 22. Music Therapists as Team Collaborators in Special SchoolsBronte Arns & Grace ThompsonChapter 23. Parent Coaching of Music Interventions for Young Autistic Children: Transforming Research and Professional Knowledge into Community PracticeEugenia Hernandez-RuizChapter 24. Collaborative Music Making: A Model for Bringing Our Public Schools and Communities TogetherLyn E. Schraer-Joiner & Marguerite ModeroChapter 25. Sensory Musiking: Fostering Inclusive CitizenshipMaria VarvarigouChapter 26. Cultivating Collaborative Partnerships in SchoolsMelissa Gillespie Index
