Abstract
This thesis seeks to define disability as it is used in the music classroom, summarize gaps in the development of students with disabilities in the music classroom, and determine possible solutions to those issues. The research in this thesis is intended to be used as a resource for music educators of all levels and not to criticize the work of countless other educators to impact the lives of students with disabilities. This paper makes use of some classroom observations as well as a survey of music educators from around the state of Kentucky. This paper should not be considered an all-encompassing list of strategies for students with disabilities; however, the strategies that are defined and described should be used as solutions or strategies to mitigate the issues that the author has found in music classrooms.
Semester/Year of Award
Spring 5-4-2020
Mentor
Bonita M Cobb
Mentor Department Affiliation
Teaching, Learning, and Educational Leadership
Access Options
Open Access Thesis
Document Type
Bachelor Thesis
Degree Name
Honors Scholars
Degree Level
Bachelor's
Department
Music
IRB Approval Number (if applicable)
3146
Presentation
https://web.microsoftstream.com/video/6a616b01-e34e-449e-86a0-7bc8e9188b19?list=studio
Recommended Citation
Robinson, Matthew T., "Solutions to Dissonance: Solutions to the Gaps in the Cognitive, Social, and Emotional Development of Students with Disabilities in the Music Classroom" (2020). Honors Theses. 714.
https://encompass.eku.edu/honors_theses/714
