The current music curriculum's design appears to be standard for all students including students with disabilities. Because of inclusion, children with learning disabilities participate with non-disabled children in music. At a recent music therapy workshop, teachers expressed concerns regarding how to support students with learning needs. Inquiry on the current music curriculum and the No Child Left Behind (NCLB) Act of 2001 initiated the following questions: Is the NCLB working to meet all students' learning needs as well as support music teachers with appropriate education resources? How have core subject state assessmen...
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... Preservice music teachers' perceptions of fieldwork experiences in a special needs classroom. Journal of Research in Music Education, 57(2), 152-168.
Leedy, P. D., & Ormrod, J. E. (2010). Practical research: Planning and design Saddle River, NJ: Merrill.
Mustafa, R. F. (2011). The P.O.E.ms of educational research: A beginners' concise guide. International Education Studies, 4(3), 23-30.
Pellitteri, J. (2000). Music therapy in the special education setting. Journal of Educational and Psychological Consultation, 11(3&4),379-391. Retrieved from http://www.soundconnectionsmt.com/docs/Music%20Therapy%20in%20Special%20Education.
Zdzinski, S.F., & Barnes, G.V. (2002). Development and validation of a string performance rating scale. Journal of Research in Music Education, 50(3), 245-255. Retrieved from http://search.proquest.com/docview.214475469? accounted=
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