Date
4-26-2024
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
Jerry L. Newman
Keywords
Music Education, inclusion, Emotional Behavioral Disorders, Special Education, Elementary music
Disciplines
Elementary Education | Music
Recommended Citation
Harrison, Benjamin Bartow, "The Inclusive Music Classroom for Elementary Students with Emotional and Behavioral Disorders" (2024). Doctoral Dissertations and Projects. 5432.
https://digitalcommons.liberty.edu/doctoral/5432
Abstract
Even though considerable research has been conducted regarding the inclusion of self-contained students in regular education settings, little research has been conducted specifically on elementary, self-contained students with EBDs in music classes. Given the fact that there are increasing numbers of students with EBDs, suggestions for empirically supported techniques specific to this demographic, as well as evaluation of unique challenges with educating this population, will prove beneficial to the overall classroom environment. Considering the negative impact of emotional outbursts on mainstream students, deciding when it is appropriate to exclude self-contained students from the inclusive classroom is crucial. Identifying proper utilization of and effective communication with special education teachers and paraprofessionals is necessary for the successful inclusion of this population. This qualitative historical study evaluates current studies on self-contained students with EBDs and applies those findings to elementary self-contained students with EBDs in a music class setting. The applications of this research are vast and can be implemented in many inclusive classrooms ranging from physical education, art, digital literacy, and media, among others.
