Annotated Bibliography

Mary Kate Hopkins, Andrew Bernet, Tabitha Pavelock

Pedagogy in APE

Adamek, M. S. (2001). Meeting Special Needs in Music Class. Music Educators Journal, 87(4),
23-26. doi:10.2307/3399720
This article starts out going over 3 scenarios where children with special needs are placed into
general music classrooms. 1) 3 students will be joining Ms. Kellys music class. Each student has
severe disabilities. She has no time to prepare for the students before class. 2) Sarah has a
Behavior Disorder, but participated in a fully integrated general education classroom. She is
often pulled out for her special services. Normally she has a 1 on 1 assistant but not during
music, art or PE. In music she is aggressive, damages instruments, and does not get along with
the other children. 3) a 5 grader named Joey, who is autistic is able to join band, and wants to
th

play drums. The director is nervous because they have not worked with a student with autism
before.
Schools are required under strict guidelines to provide and least restrictive environment
(LRE) for all students, with and without disabilities. Allowing students to participate in music,
positively helps with the students grow and work with their disabilities. As we read in the
scenarios given, we see that some teachers are not prepared enough, as they would like, to give
the student(s) the proper instructions needed to fully participate without hesitation. As an
Educator it is important to consider the following principles when planning for an integrated
music class; partial, normalization, interdependence, and individuality.

Communication with the teachers is key when integrating classes. Music teachers should
be able to attend the students Individualized Education plan, (IEP) in order to help them develop
effective instructions in class, but in bigger schools this is not happening. The teachers do
however have access to the information if it is needed for their class. The main focus on music
classes is obviously music skills, but the other skills that come with it; teamwork, respect in the
classroom, behavioral changes, and self-reliance can also be taught. Once the teacher is prepared
with the students IEPs, objectives, and skills, they are capable of adapting the class. When
adapting the class for the student it is important to consider the level of participation, as well as
the difficulty level, adding support, input/output, having alternative goals, and alternative
materials.

Brown, Laura S,PhD., M.T.-B.C., & Jellison, Judith A,PhD., R.M.T. (2012). Music research
with children and youth with disabilities and typically developing peers: A systematic
review. Journal of Music Therapy, 49(3), 335-64. Retrieved from
http://search.proquest.com/docview/1181173604?accountid=36295
This article was a review done on a metadata collection of articles related towards the benefits of
musical instructional methods with children with disabilities. The article states that emphasis was
placed mostly on musical teaching methods being used in conjunction with ASD, but other
disabilities were considered as well. 45 different articles were reviewed for this research. These
articles were selected using a combination of both manual and computer selection methods. The
results of this study showed that interventions using music ended up being either partially or
largely effective. The group who saw the largest impact of the use of music in teaching was
found with children who had autism. Effectiveness was found to be less effective with students

who exhibited learning disabilities. In short this study found that musical strategies are most
effective when used with children who exhibit autism spectrum disorder. The authors of this
article state that it is suggested to incorporate music into lessons with children who have ASD.

Lense, M., & Dykens, E. (2012). Musical learning in children and adults with Williams
syndrome. Journal of Intellectual Disability Research J Intellect Disabil Res, 57(9), 850860. doi:10.1111/j.1365-2788.2012.01611.x
This article talks about the use of music as an intervention for those with neurodevelopmental
disorders, such as Williams Syndrome (WS). WS is a genetic disorder, which can lead to mild to
moderate learning problems, but with the help of music, there is strengths in their ability to hear,
and it can also help with their ability to see.
In this article we read that a student with WS, being involved in a music class can change
their temperaments, and work on their visual and auditory skills, somatosensory and motor
systems. In this study there were 46 participants with WS from a summer camp or a national WS
conference. Parents were asked questions about their childs musical background and their
sensitivity to sounds. The children were evaluated using the Music Interest Scale, the Kaufman
Brief Intelligence Test, Berry-Buktenica Developmental test of Visual-Motor Integration. the
students were instructed to perform whatever song they wanted, singing or playing, in front of
judges. The students were given a Dulcimer and a 35 minute lesson. After the students learned,
or demonstrated that they have learned enough, they were given in interview to assess their
experience learning how to play the instrument. The tests were used to focus on the different
learning styles of each student participating. The point of this research was to see how the

sensitivities related to the students and them learning musical styles, correlated with their sound
sensitivity score, learning styles, and their ability to differentiate other auditory sounds.

Sze, S. (2005). EMPOWERING STUDENTS WITH DISABILITIES THROUGH MUSIC

INTEGRATION IN THE CLASSROOM: MUSIC THERAPY ON STUDENT. Allied
Academies International Conference.Academy of Educational Leadership.Proceedings,
10(1), 79-83. Retrieved from http://search.proquest.com/docview/192407438?
accountid=36295
This article is a metadata collection of articles covering the use of music therapy when teaching
students with disabilities. It begins by illustrating how music can help make teaching task which
would have been difficult to manage without music much easier for teachers with the aid of
music. One such example given in this article is a study which found music helped when
teaching bilingual students or students for whom English was their second language. It states that
music has helped students with autism get rid of their monotonic speech patterns. The study
reveals that music allows children with behavioral disorders the freedom of self-expression in a
non-violent and healthy manor. The article closes with the statement that music helps to change
moods in individuals. This in turn allows students the chance to invent their own emotions in a
safe a healthy manor. This in turn helps students manage stress with greater ease.

Vaiouli, P., & Friesen, A. (2016) The Magic of Music: Engaging Young Children With Autism
Spectrum Disorders in Early Literacy Activities With Their Peers, Childhood Education,
92:2, 126-133, DOI: 10.1080/00094056.2016.1150745

This article delves into the usefulness of incorporating music into the classroom, particularly
with students diagnosed with Autism Spectrum Disorder. In it, explores 3 separate options for
embedding music into classroom routines: using pre-composed songs, musical storybooks, and
original song writing. In the article, Vaiouli and Friesen remark at how music can especially help
with students on the spectrum developing early literacy skills such as retention, recall of
information, vocabulary development, and ability to make inferences by creating an engaging
and fun learning environment. Other benefits include offering a predictable structure (which
children on the spectrum crave and often need to be successful), repetitive language, kinesthetic
experiences (through creating movement to go along with specific music), and a story line to
support social and academic learning.

Villasenor, R., & Vargas-Colon, K. (2012). Using Auditory Stimulation with Students at Lavelle
School for the Blind. Journal Of Visual Impairment & Blindness, 106(9), 564-567
This article discusses the importance of sensory-processing skills in students with visual
impairments and how utilizing music-based auditory stimulation can improve the way sensory
information is processed in the brain. The study that Villasenor and Vargas-Colon executed
involved having two students use one method of music-based auditory stimulation, The
Listening Program, which is composed of certain bits of classical music that produce sound
waves in organized patterns of time, space, frequency, and volume, as well as various production
techniques such as ltration, bursts of high- or low-frequency sounds, and spatial dynamics. Two
students were studied as they moved through the program, with end results of improved spatial
awareness, better seated posture, increased readiness to participate in physical activities,
enhanced listening and tactile processing skills.