Relevant bibliographies by topics / Children with disabilities Education Music

Academic literature on the topic 'Children with disabilities Education Music'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Children with disabilities Education Music"

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Draper, Ellary A. "Observations of Children with Disabilities in Four Elementary Music Classrooms." Update: Applications of Research in Music Education 36, no. 1 (July 26, 2016): 12–19. http://dx.doi.org/10.1177/8755123316660594.

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Much of what we know about music classes comes from observing students without disabilities; there is little empirical research that informs music education practices for students with disabilities in inclusive music settings. The purpose of this study was to systematically observe and describe opportunities for nine students with disabilities to engage in behaviors related to the objectives on their Individualized Education Programs and describe their peer interactions, on-task behaviors, and music participation. Students had multiple opportunities to practice Individualized Education Programs goals. Students were most often on-task and interacted with peers extemporaneously and in assigned groups. Opportunities for individual responses and music performances were rare but most often accurate. Results indicate that students’ opportunities to show what they know and can do are often controlled by the teacher, suggesting that music educators, music therapists, and special educators can collaborate to improve and plan for opportunities for students with disabilities.
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Sideridis, Georgios D., and Judy P. Chandler. "Comparison of Attitudes of Teachers of Physical and Musical Education toward Inclusion of Children with Disabilities." Psychological Reports 78, no. 3 (June 1996): 768–70. http://dx.doi.org/10.2466/pr0.1996.78.3.768.

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56 elementary teachers of physical education and 54 teachers of elementary music education responded to the Teacher Integration Attitudes Questionnaire which assesses teachers' attitudes regarding inclusion of children with disabilities into regular education settings. Analysis indicated that children with emotional and behavioral disorders were perceived less favorably by teachers of music education and children with orthopedic handicaps were perceived less favorably by teachers of physical education. The type and severity of disability appeared to influence teachers' attitudes towards including children with disabilities in regular education classrooms.
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Jellison, Judith A. "On-Task Participation of Typical Students close to and away from Classmates with Disabilities in an Elementary Music Classroom." Journal of Research in Music Education 50, no. 4 (December 2002): 343–55. http://dx.doi.org/10.2307/3345360.

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The purpose of this case study was to assess on-task participation by individual typical students in an inclusive elementary music classroom when students were close to and away from classmates with disabilities. Ten typical fourth-grade children in an inclusive music class of 24 students, two of whom had disabilities, were selected for observation. No specific instructions were given to students regarding interactions with peers with disabilities. Computerized software was used to record on-task and off task behaviors. Findings show differences among typical students related to the two classmates with disabilities and in different locations. Results discussed include individual differences among typical students, location and the academic success of students with and without disabilities, and the importance of teaching typical children when and how to interact with their classmates with disabilities.
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Taylor, Donald M. "Learning From Parents of Children With Disabilities." Journal of Music Teacher Education 26, no. 2 (July 24, 2016): 64–76. http://dx.doi.org/10.1177/1057083716638489.

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The purpose of this intrinsic case study was to examine the impact that interactions with parents of children with disabilities might have on 10 graduate students (6 men and 4 women) between the ages of 22 and 32 years ( M = 26.7 years, SD = 3.5) enrolled in a 3-week intensive music education course. Participants attended the course, 5 days a week, 3 hours a day for a total of 13 class sessions, followed by a final examination. In addition to class discussions based on assigned readings, each day included a presentation from a parent of a child with a disability. Data were generated from daily focus group interviews, daily journal submissions, and individual interviews. Throughout the course, students demonstrated a learning process that progressed from sympathetic concern to empathic understanding.
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Mendelson, Jenna, Yasmine White, Laura Hans, Richard Adebari, Lorrie Schmid, Jan Riggsbee, Ali Goldsmith, et al. "A Preliminary Investigation of a Specialized Music Therapy Model for Children with Disabilities Delivered in a Classroom Setting." Autism Research and Treatment 2016 (2016): 1–8. http://dx.doi.org/10.1155/2016/1284790.

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Music therapy is gaining popularity as an intervention strategy for children with developmental disabilities, including autism spectrum disorder (ASD). This study was a pilot investigation of a classroom-based music-based intervention, Voices Together®, for improving communication skills in children with ASD and children with intellectual disabilities. Four local public elementary school special education classrooms, serving 5 children with a classification of autistic disorder and 32 children with intellectual disability without autism, were randomly selected to receive one of two levels of exposure to Voices Together music therapy: “long-term” (15 weeks beginning in January 2015 (Time 1), n=14) or “short-term” (7 weeks beginning 7 weeks later in February (Time 2), n=17). Using observational ratings, investigators reliably scored participants live in terms of their level of verbal responsiveness to prompts during three songs featured each week of the program. Both groups demonstrated increases in verbal responses over time; however, only the long-term group demonstrated significant within-group increases. Preliminary findings suggest that music therapy delivered in a classroom in 45-minute weekly sessions for 15 weeks can promote improvements in verbal responsiveness among individuals with autism and other developmental disabilities. Findings warrant further investigation into the efficacy of classroom-based music therapy programs.
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Sumenko, Тetyana. "FORMATION OF SOCIAL COMPETENCE OF CHILDREN WITH COMPLEX DEVELOPMENTAL DISABILITIES BY MEANS OF MUSIC ART IN A REHABILITATION CENTER." Social work and social education, no. 1 (8) (May 27, 2022): 96–104. http://dx.doi.org/10.31499/2618-0715.1(8).2022.262653.

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This article is devoted to the problem of forming of social competence of children with complex developmental disabilities by means of Music Art in rehabilitation centers. This is a key task of institutions that provide pedagogical, psychological, social and comprehensive rehabilitation services to children with disabilities. It was found that social competence determines the important components of integration processes, stimulates the acquisition of imitational skills and bilateral communication skills in children with complex developmental disabilities, formulate clear, accessible for determinant perception of children with psychophysical disabilities own social positions in today's society. It was found that new methods and technologies, which are implemented in the conditions of rehabilitation institutions, are aimed at mastering elementary social algorithms that facilitate the socialization of children with complex developmental disabilities by giving them practical tools for self-sufficient living within a modern society. It is grounded that the introduction of "The Integrated social and artistic course "My World" into the system of corrective and developmental activities within rehabilitation institutions can start a systematic line of social development of children with complex developmental disabilities. It is emphasized that adhering to a holistic line of social development of a child with complex disabilities during musical and corrective activities will enable children with complex developmental disabilities to generalize their own practical experience and independently solve elementary social problems. It is argued that the implementation of "The Integrated social and artistic course "My World" is an important condition for the formation of social competence of children with complex developmental disabilities by means of music education under the conditions of rehabilitation centers.
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Prokopenko, Anastasia Viktorovna, and Alla Anatolyevna Gontar. "Socio-psychological adaptation of children with mental disabilities by means of orph-pedagogy." KANT 40, no. 3 (March 2021): 272–79. http://dx.doi.org/10.24923/2222-243x.2021-40.52.

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The article outlines the problem of social and psychological adaptation of children with mental disabilities in institutions of additional education (on the example of music education) as a consequence of the predominance of the informative-logical approach in pedagogy, which is poorly combined with the principles of inclusion. The purpose of the study is to offer, as an alternative, an introduction to academic education of K. Orff's pedagogical principles. The article discusses their key features and benefits. The scientific novelty lies in the fact that in domestic education the issue of using spelling techniques for the socio-psychological adaptation of children with disabilities is raised for the first time. The study revealed: a contradiction between the legal framework that guarantees inclusion for children with mental disabilities and difficulties on the part of educational organizations that provide it; the advantages of the humanistic approach, one of which is the pedagogical concept of Karl Orff; the possibility of using spelling techniques in the socio-psychological adaptation of children with mental disabilities.
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Wheeler, Barbara L., and Sylvia Stultz. "Using Typical Infant Development to Inform Music Therapy with Children with Disabilities." Early Childhood Education Journal 35, no. 6 (December 14, 2007): 585–91. http://dx.doi.org/10.1007/s10643-007-0224-1.

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Colwell, Cynthia M. "Simulating disabilities as a tool for altering individual perceptions of working with children with special needs." International Journal of Music Education 31, no. 1 (June 18, 2012): 68–77. http://dx.doi.org/10.1177/0255761411433725.

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The purpose of this study was to examine the impact of disability simulations on the attitudes of individuals who will be working with children with special needs in music settings and to compare these attitudes between student music therapists and pre-service music educators. Each participant completed a questionnaire on the first day of class and again after participating in a disability simulation approximately two weeks later. The disabilities simulated included an individual with a one-arm amputation, an individual requiring mobility in a wheelchair due to paralysis, an individual with a hearing impairment, and an individual with a visual impairment. Results indicated that participants had more positive attitudes after experiencing the simulation although there was no difference between majors (music therapy or music education). Results also indicated that attitudes showed a greater shift when statements on the questionnaire were stated negatively rather than positively. Limitations and implications for future studies were discussed.
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Perry, Sarah. "‘It’s dynamite!’: The role of popular music and the home–school connection in the special music education classroom." Journal of Popular Music Education 6, no. 3 (November 1, 2022): 311–27. http://dx.doi.org/10.1386/jpme_00094_1.

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When teaching children with disabilities, the home–school music connection can be the key to keeping our students engaged and motivated while increasing students’ self-regulation and positive interactions with peers. This article aims to shed light on classroom experiences with popular music of two third-grade students with sensory processing disorder and on how ‘music sharing turns’ influenced their overall engagement and ability to self-regulate in music classes. Music sharing turns, a weekly music ‘show and tell’, provided opportunities to bring popular music and activities they enjoy at home into the classroom. The results show that the participants were easily engaged and experienced greater self-regulation and awareness of others during music sharing turns. Music sharing turns also provided a predictable environment for peer interaction with opportunities to take on leadership roles within the classroom while remaining open-ended in a way participants could make their own.
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Dissertations / Theses on the topic "Children with disabilities Education Music"

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Chan, Edmund Sze Shing. "Music teachers' concern of inclusive music teaching scale: development, validation and correlates." HKBU Institutional Repository, 2016. https://repository.hkbu.edu.hk/etd_oa/308.

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In view of the lack of an appropriate instrument to measure primary school music teachers' concerns about teaching music to students with special educational needs in inclusive classrooms in Hong Kong, this research intends to fill the research gap by developing and validating the Music Teachers' Concerns of Inclusive Music Teaching Scale (CIMTS) for addressing these concerns. Specifically, this study aims at: (1) Developing and validating the CIMTS, (2) Assessing its psychometric properties, (3) Exploring primary school music teachers' levels of concern about inclusive music teaching, and (4) Predicting their CIMTS scores with a number of psychological, personality, and environmental variables which are hypothesized to correlate with the CIMTS. Different methods with two samples of primary school music teachers were involved in the development, validation, and prediction of the CIMTS. Regarding development, sequential mixed method involving qualitative analysis was employed to generate, pilot-test, and refine the initial pool of question items. Concerning validation (N = 309), quantitative analysis using item analysis was conducted to evaluate and refine the CIMTS, assessing its internal consistency and construct validity. Specifically, Exploratory Factor Analysis, Confirmatory Factor Analysis, SEM estimation, and Multi-trait and Multi-method analysis were performed to establish evidence of convergent and discriminant validity. Referring to prediction (N = 224), hierarchical multiple regression analysis was conducted to examine if the chosen psychological, personality, and environmental variables in the hypothesized model were significant predictors of the scores on the CIMTS. Results indicated that the 25-item CIMTS possessed adequate evidence of validity as well as satisfactory reliability regarding the overall scale and its five factors (Learning Support, Learning Obstacle, Resource, Training, as well as Curricular Design and Assessment). While the level of primary school music teachers' concerns for the Resource factor was found to be the highest among the five factors, Openness-to-Experience and School Climate were shown to be the strongest predictors of their scores on the CIMTS in the hypothesized model. With the development and validation of the CIMTS, this research not only filled the research gap in inclusive music education, but also aroused policy-makers' and music educators' awareness of teachers' needs for formal training in special education and for resource allocated to inclusive music teaching. For future research, with addition of new items, the CIMTS could be expanded in its domain coverage, refined, and revalidated with different samples. Further exploration of possible correlates of the CIMTS should be pursued.
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Rowley, Terra E. "The effect of music therapy as a behavior intervention for preschoolers in a Head Start program." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344447.

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Behavioral competencies are important elements of school readiness and make up an important component in any preschool curriculum. In this study, music therapy was implemented in a Head Start preschool program as a behavioral intervention. Forty-five subjects received music therapy sessions in groups of six to ten children for 25 minutes, twice weekly. The first treatment group received music therapy intervention along with the regular curriculum for eight weeks while the other subjects participated in the regular curriculum only. The second eight weeks, the second treatment group received music therapy intervention along with the regular curriculum while the first group participated in the regular curriculum only. Head Start teachers used the Behavioral Objective Sequence to assess all students at the beginning, in the middle and at the end of the sixteen week period. Results indicated a significant increase in positive behavioral competencies associated with the music therapy intervention. Additionally, the music therapy intervention had a stronger impact on older students (ages five to six years) versus younger students (ages three to four years).
Department of Special Education
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Savaiinaea, Chelsea Makere. "Challenges in communication : a critical analysis of a student music therapist's techniques in working with special needs children : a thesis submitted to the New Zealand School of Music in partial fulfilment of the requirements for the degree of Masters of Music Therapy /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1082.

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Davila, Giovanna Adelia. "A Graduate Course on Inclusion: Four Elementary/General Music Educators' Perceived Attitudes and Applications in the Classroom." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4959.

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The purpose of this study was to examine four elementary/general music educators (EGME) enrolled in a music and special education graduate course, on their attitudes toward teaching children with disabilities and how they applied knowledge gained from the course in their classrooms. Data collection began on the first class session, February 9th, 2013, and ended on May 30th, 2013, after the final interview. Data included (a) my field notes of the two class sessions and journal entries throughout the study, (b) documents including e-mail correspondence between the participants and myself, participants' school district's state report cards, and the participants' survey data, (c) participants' gallery walk assignments, (d) participants' journals, and (e) participants' interview transcripts. In this qualitative study, data analysis began while collecting data. I read and reread each document and assigned codes to phrases or sections of the data, with the codes coming directly from the text under review. Individual themes included Dylan's confirmation of what he knew, Ashley's willingness to ask for advice, Veronica's need to build rapport and her recently developed awareness of children with disabilities, and how Ginger's perspective on teaching children with disabilities over her teaching career had evolved and her use of an individual approach to behavior management. Themes represented in more than one participants' data included Ashley's and Ginger's theme of continuing to grow; Dylan's, Veronica's, and Ginger's theme on their worries and concerns for their students with disabilities; and all four EGMEs had the theme beneficial/enlightening to their teaching based on the knowledge gained from the graduate course. All four participants indicated that they gained more knowledge about children with disabilities in this specific music education graduate course than they did during their undergraduate studies. Each participant had specific goals and objectives when enrolling in the graduate course that aligned with past research, confirming that music educators want to learn more about practical strategies in the classroom, to acquire more information on managing behaviors--especially with children with emotional/behavioral disorder, and to work more effectively with paraprofessionals in the classroom. All four participants thought they left the graduate course with more tools in their toolbox, and Ginger and Veronica reported that they felt affirmed in their current teaching strategies. This study demonstrates how four EGMEs had positive attitudes toward teaching children with disabilities and how the graduate course gave them specific strategies and skills to help improve their music instruction for children with disabilities. Recommendations included: (a) more research on professional development for music educators, (b) more professional development on inclusion for music educators, (c) more training for preservice music educators on teaching children with disabilities, and (d) follow-up research studies.
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Doran, Kirk. "A descriptive study of the assessment of music aptitude in students with mental retardation /." This electronic address not available when searched on Jan. 25, 2005, 1998. http://www.isr.bucknell.edu/catlinks/kdwebthesis.html.

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Ekholm, Erland, and Axel Petersson. "How interactive musical instruments influence children with intellectual disabilities? : A user study of the Rullen Band." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-299336.

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In order to further investigate the efficacy of interactive musical toys developed by students in the course DM2799 at KTH Royal Institute of Technology, we conducted a user study. The intended users of the toys are primary school children with special needs. The trials were held at the Rullen Dibber special needs school in Solna, Sweden. The study was conducted in order to be able to further develop the instruments and to better understand the needs and wants of the intended users. In order to do this, we studied the emergence of positive behaviors linked to musical expression. The study concluded that although the instruments did not result in any significant change in togetherness and nonverbal communication in the children during playing with the instruments, they were observed to be an effective tool in music therapy.
För att närmare undersöka inverkan av interaktiva musikaliska leksaker utvecklade av studenter i kursen DM2799 på KTH så har vi utfört en utförlig användarstudie. Den avsedda användaren av leksakerna är primärt barn i skolålder med funktionsvariationer. Försöken utfördes på Rullen Dibber särskola i Solna. Studien utfördes för att vidareutveckla instrumenten och att bättre förstå behoven hos den avsedda användaren. För att göra detta undersökte vi framväxten av positiva beteende kopplade till musikaliskt uttryck. Studien visar att trots att instrumenten inte påvisar någon ökad gemenskap bland barnen är de effektiva verktyg för musikterapi.
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Nicolosi, Cheryl Ann. "The effects of music on communication and behavior in children with autism." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3107.

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The research demonstrates that music therapy is an effective tool in the area of communication and behavior with children with autism and children with other learning disabilities. The hypothesis of this thesis predicted that music would enhance communication and decrease inappropriate behaviors. Qualitative data were gathered from interviews with music therapists and observations of students diagnosed with autism and other disabilities including attention deficit disorder, cerebral palsy, Down's syndrome, and other levels of mental retardation. Results supported the hypothesis and also supported the research in the literature that music lowered the anxiety levels in all individuals, resulting in increased learning.
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Negron, Victor E. "The impact of the recreative and cultural project on Puerto Rican students after graduation from high school /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1171444x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Typescript; issued also on microfilm. Sponsor: Margaret Terry Orr. Dissertation Committee: Francis A. J. Ianni. Includes bibliographical references (leaves 125-131).
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Nabb, David B. "Music Performance Program Enrollment and Course Availability for Educationally Disadvantaged versus Non-Educationally Disadvantaged High School Students in Texas." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277891/.

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The purpose of this study was to measure music performance program enrollments and course availability for educationally disadvantaged and non-educationally disadvantaged groups (grades 9-12) in Texas, and to further examine relationships which could help music educators understand the role which music performance programs play in the lives of educationally disadvantaged students. Data analyzed were collected by Texas' Public Education Information Management System (PEIMS). Educationally disadvantaged groups under consideration included economically disadvantaged, at risk (as defined by Texas Education Agency guidelines), limited English proficient, as well as Black and Hispanic students. Separate analyses were conducted for band, choir, and orchestra. Subjects included 907,327 students from 1,048 school districts.
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Riddoch, Jane. "Creating non-representational art by students who are severely intellectually disabled through a pictorial and musical program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1050.

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The main purpose of this research study was to investigate the worth of a recently developed Pictorial and Musical art program for severely intellectually disabled students, and to compare the non-representational art work produced by lower primary students in a special education school to similar art work being produced by lower primary students in a regular school, when taught in the same program. A subsidiary purpose of the study was to investigate teacher reactions in the art classroom of each participating school, and to observe the extent of the Pictorial and Musical program interventions on the students' attitudes and production of their art work. Twelve participants were chosen from each school to take part in the experimental art program. This involved the use of pictorial and musical interventions to test the outcomes, and by utilising a quantitative methodology to determine the relationship between variables. Each group of students in the study was subjected to three different art experiences within the Pictorial and Musical program, that is, Pictorial only, Pictorial with Rock music and Pictorial with classical music. All the participants supplied the researcher with an original non-representational painting from each segment of the program. The non-representational paintings were then marked by three independent teacher markers, and the marks of the 72 paintings produced by the students were analysed in a 2 way ANOVA, to ascertain if there was any comparable difference in the non- representional artwork of children with special needs and regular primary students. The descriptive statistics showed that the regular students scored higher marks for art quality than the special students, when the Pictorial only method was used, and there was more variation in the regular students marks than in the special students marks. There was no significant difference between the scores of the regular and the special students when the Pictorial and Rock music method was used, but the regular students scored higher than the special students for the Pictorial and Classical program, although variation was about the same for both. The observed attitude to the musical additions were similar for both the regular and the special students. There were marked changes in the students' attitudes during the Pictorial and Rock music method. Both groups became agitated and overexcited during this segment and initially refused to keep on task, preferring to sing and keep time with the music than to go on with their painting. The Pictorial and classical music program had the opposite effect on the students, helping to create a calming atmosphere in which they were willing to return to their task, and appeared more stimulated and creative, completing better quality non-representional paintings than before. It is anticipated that the outcome of this study may provide significant evidence of the importance of pictorial and musical interventions in art programs, and may lead to further study on this subject. The introduction of the Pictorial and Classical music program to students with severe intellectual difficulties may become an additional aid in the production of their artwork.
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Books on the topic "Children with disabilities Education Music"

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Music activities for special children. West Nyack, N.Y: Parker Pub. Co., 1987.

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M, Perry T. Music lessons for children with special needs. London: Jessica Kingsley Publishers, 1995.

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Hammel, Alice M. Teaching Music to Students with Special Needs: A Practical Resource. New York: Oxford University Press, 2017.

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Mainstreaming exceptional learners in music. Englewood Cliffs, N.J: Prentice Hall, 1990.

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Nordoff, Paul. Creative music therapy: A guide to fostering clinical musicianship. 2nd ed. Gilsum, N.H: Barcelona Pub, 2007.

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Sobol, Elise S. An attitude and approach for teaching music to special learners. 2nd ed. Lanham, Md: Rowman & Littlefield Education, 2008.

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Sobol, Elise S. An attitude and approach for teaching music to special learners. Raleigh, N.C: Pentland Press, 2001.

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R, Miles T., Westcombe John, and Ditchfield Diana, eds. Music and dyslexia: A positive approach. Chichester, West Sussex, England: John Wiley, 2007.

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Ockelford, Adam. Music for children and young people with complex needs. Oxford, England: Oxford University Press, 2008.

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Mahns, Beate. Musiktherapie bei verhaltensauffälligen Kindern: Praxisberichte, Bestandsaufnahme und Versuch einer Neuorientierung. Stuttgart: G. Fischer Verlag, 1997.

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Book chapters on the topic "Children with disabilities Education Music"

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Tagiltseva, Nataliya G., Svetlana A. Konovalova, Nataliya I. Kashina, Lada V. Matveeva, Anastasia I. Suetina, and Inna A. Akhyamova. "Application of Smart Technologies in Music Education for Children with Disabilities." In Lecture Notes in Computer Science, 353–56. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94277-3_55.

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Ellis, Antonio L., Lisa Maria Grillo, and Jaquial Durham. "Personnel Preparation in Transition Education." In Transitioning Children with Disabilities, 27–42. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-134-6_3.

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Kohler, Paula, June Gothberg, and Jennifer Coyle. "Using the Taxonomy for Transition Programming 2.0 to Guide Transition Education." In Transitioning Children with Disabilities, 169–82. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-134-6_11.

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Jalongo, Mary Renck, and Lori Breece. "Mitigating Physical and Psychological Disabilities: Service Dogs for Children." In Children, Dogs and Education, 229–49. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77845-7_11.

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Singer, George H. S., Christine Maul, Mian Wang, and Brandy L. Ethridge. "Resilience in Families of Children with Disabilities." In Handbook of Special Education, 793–810. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-62.

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Bateman, Barbara D. "Individual Education Programs for Children with Disabilities." In Handbook of Special Education, 87–104. Second Edition. | New York : Routledge, 2017. | “First edition published by Routledge 2011”—T.p. verso.: Routledge, 2017. http://dx.doi.org/10.4324/9781315517698-9.

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Biswal, Ramakrishna, and Pratiksha Satpathy. "Inclusive education for children with developmental disabilities." In Mainstreaming the Marginalised, 13–35. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003000983-3.

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Favazza, Paddy C., and Gary N. Siperstein. "Motor Skill Acquisition for Young Children with Disabilities." In Handbook of Early Childhood Special Education, 225–45. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28492-7_13.

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Nurlygayanov, Ilshat N., Galina A. Goncharova, and Svetlana B. Lazurenko. "Designing a Health-Preserving Environment for Children with Disabilities." In Education of Children with Special Needs, 393–402. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13646-7_40.

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Vickerman, Philip, and Anthony Maher. "Children with special educational needs and disabilities." In Teaching Physical Education to Children with Special Educational Needs and Disabilities, 15–35. Second edition. | New York : Routledge, 2019. | “First edition published 2007 by Routledge”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9781351206150-2.

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Conference papers on the topic "Children with disabilities Education Music"

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Bashinova, Svetlana N. "The Influence Of Music Therapy On Children With Disabilities In Educational Organizations." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.115.

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Shvetsova, O. Yu, and L. I. Suleymanova. "THE CONTENT AND FORMS OF MUSICAL AND CORRECTIONAL ACTIVITIES FOR CHILDREN WITH DISABILITIES." In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/95.

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The article deals with the organization of musical and correctional activities for children with disabilities, taking into account the peculiarities of development and specific educational needs of each category, as well as the importance of music lessons for the development of children.
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Hanáková, Adela, and Eva Urbanovská. "FAMILY AND CHILDREN WITH DISABILITIES." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2469.

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"PHYSICAL EDUCATION FOR CHILDREN WITH DISABILITIES." In Russian science: actual researches and developments. Samara State University of Economics, 2019. http://dx.doi.org/10.46554/russian.science-2019.10-1-340/343.

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Junaidi, Ahsan Romadlon, and Dimas Arif Dewantoro. "Parents’ Perceptions of Children with Disabilities." In 1st International Conference on Information Technology and Education (ICITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.205.

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Tuna, Ayse. "ASSISTIVE TECHNOLOGY TOOLS FOR CHILDREN WITH LEARNING DISABILITIES." In 5th Teaching & Education Conference, Amsterdam. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/tec.2018.005.007.

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Jucan, Silvia Alexandrina, and Cristian Stan. "Online Educational Activities For Children With Intellectual Disabilities." In 9th International Conference Education, Reflection, Development. European Publisher, 2022. http://dx.doi.org/10.15405/epes.22032.33.

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Tumanovskaya, Ekaterina Olegovna. "FEATURES OF PHYSICAL EDUCATION OF CHILDREN WITH DISABILITIES." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-587/590.

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The article considers the relationship of physical education of children with disabilities to the degree of socialization in social processes, describes the features of adaptive physical education, describes the game method as the most used in the physical education of children with disabilities
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Corneanu, Elena Oana. "Computer aided education. IT for children with disabilities." In 2011 RoEduNet International Conference 10th Edition: Networking in Education and Research. IEEE, 2011. http://dx.doi.org/10.1109/roedunet.2011.5993721.

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Purba, Natalina, and Hendra Simanjuntak. "Father’s Acceptance and Rejection of Children with Disabilities." In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.061.

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Reports on the topic "Children with disabilities Education Music"

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Tofaris, Elizabeth, Faisal Bari, and Rabea Malik. Research on Children with Disabilities Influences Education Policy in Pakistan. REAL Centre, University of Cambridge and The Impact Initiative, May 2019. http://dx.doi.org/10.35648/20.500.12413/11781/ii333.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Yorke, Louise, Belay Hagos Hailu, Pauline Rose, and Tirussew Teferra. The Pathway to Inclusive Education in Ethiopia: Perspectives of System- and School-Level Stakeholders. Research on Improving Systems of Education (RISE), October 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/115.

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In Ethiopia, commitment to promoting inclusive education for children with disabilities has remained high on the government’s agenda, yet challenges remain in achieving this goal. Since 2018, the government’s large-scale education reform programme – the General Education Quality Improvement Programme for Equity (GEQIP-E) – has had a specific focus on promoting inclusive education for children with disabilities through the provision of additional school grants, and the promotion of Inclusive Education Resource Centres. In this paper, we draw on data from the Research for Improving Systems of Education (RISE) Ethiopia, to explore the perspectives of system- and school-level stakeholders involved in supporting education for children with disabilities as part of the GEQIP-E programme. We explore the progress and challenges in this area, and highlight some of the factors that limit the implementation of strategies intended to support inclusive education at the system and school level. We show how children with disabilities continue to face significant challenges in accessing and benefiting from education. Based on our analysis, we put forward a number of recommendations including the need for better data and evidence on education for children with disabilities – including their wellbeing and experiences within the school context – and the need for more resources to address and support inclusive education.
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Whelan, Adele, Adele Bergin, Anne Devlin, Abian Garcia Rodriguez, Seamus McGuinness, Ivan Privalko, and Helen Russell. Measuring childhood disability and AIM programme provision in Ireland. ESRI, December 2021. http://dx.doi.org/10.26504/rs127.

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The social inclusion of children with disabilities, and in particular their inclusion in early learning and care settings, is key to maximising their wellbeing, care and future education. It is therefore vital that children with disabilities have equal access to early learning and school age care and education. Joint research, published by the ESRI and Pobal explores a number of existing challenges experienced by children with disabilities in this area.
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Rohwerder, Brigitte. Disability Inclusive Early Childhood Development and Education in Humanitarian Settings. Institute of Development Studies, January 2023. http://dx.doi.org/10.19088/ids.2023.006.

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This review looks at the available evidence on disability inclusion in early childhood development and education in humanitarian settings. It found that little evidence and guidance is available relating specifically to the inclusion of children with disabilities in early childhood education in humanitarian settings and there is a lack of extensive provision. However, some guidance exists and the review presents a number of case studies of disability inclusion in early childhood development and education in humanitarian settings.
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Tiruneh, Dawit, Ricardo Sabates, and Tassew Woldehanna. Disadvantaged Schools and Students in Ethiopia: Why is the GEQIP-E Reform Necessary? Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/026.

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This Insight provides an overview of the prevalence of inequity in access to quality primary education for children and particularly girls living in the emerging regions, and children with disabilities in Ethiopia.
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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
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Idris, Iffat. Increasing Birth Registration for Children of Marginalised Groups in Pakistan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.102.

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This review looks at approaches to promote birth registration among marginalised groups, in order to inform programming in Pakistan. It draws on a mixture of academic and grey literature, in particular reports by international development organizations. While there is extensive literature on rates of birth registration and the barriers to this, and consensus on approaches to promote registration, the review found less evidence of measures specifically aimed at marginalised groups. Gender issues are addressed to some extent, particularly in understanding barriers to registration, but the literature was largely disability-blind. The literature notes that birth registration is considered as a fundamental human right, allowing access to services such as healthcare and education; it is the basis for obtaining other identity documents, e.g. driving licenses and passports; it protects children, e.g. from child marriage; and it enables production of vital statistics to support government planning and resource allocation. Registration rates are generally lower than average for vulnerable children, e.g. from minority groups, migrants, refugees, children with disabilities. Discriminatory policies against minorities, restrictions on movement, lack of resources, and lack of trust in government are among the ‘additional’ barriers affecting the most marginalised. Women, especially unmarried women, also face greater challenges in getting births registered. General approaches to promoting birth registration include legal and policy reform, awareness-raising activities, capacity building of registration offices, integration of birth registration with health services/education/social safety nets, and the use of digital technology to increase efficiency and accessibility.
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Wickenden, Mary, Brigitte Rohwerder, and Josephine Njungi. Experiences and Expectations of Inclusive Pre-primary Education in Kenya: Reporting the Results of the First Round of Focus Group Discussions in Homa Bay and Kakuma. Institute of Development Studies, July 2022. http://dx.doi.org/10.19088/ids.2022.055.

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The Disability Inclusive Development (DID) programme is a large disability programme funded by the UK government’s Foreign Commonwealth and Development Office (FCDO). Under this programme, Task Order 20 is a project in Kenya aiming to develop the idea of inclusive early child development and education (IECDE), so that children with disabilities will be able to attend pre-schools alongside other children in their community. The project is trialling this approach in nine schools in different contexts, and as part of the project, the Institute of Development Studies UK is leading a piece of qualitative participatory research running a series of focus group discussions and individual interviews with different stakeholders. This report outlines the findings of the first round of focus group discussions. URI
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Xiao, Haixiang, Junjun Hou, Min Chen, Weiping Deng, Chuanchen Zhao, Jihong Zhou, and Xiaolu Liu. Eradicating Absolute Poverty in Hunan Province, People’s Republic of China. Asian Development Bank, December 2021. http://dx.doi.org/10.22617/wps210460-2.

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This paper describes the specific poverty reduction practices applied in Hunan Province, People’s Republic of China. Government-subsidized programs are aimed at elderly living in poverty, people with disabilities, and migrant workers and their left-behind children. They reduce poverty mainly by building a support system for living, housing, medical care, old-age care, education, and employment. Tailored financial support are also intended for natural resources of poverty-stricken areas to be used in developing industries and forming self-development capabilities to eradicate poverty, including through industrial development, employment, and financial tool utilization.
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