Date
5-20-2026
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
Rebecka Rose
Keywords
music education, special education, inclusion, peer-assisted learning, elementary music education, paraprofessionals
Disciplines
Education | Music
Recommended Citation
Peacock, Catherine N., "Increasing Success of Elementary Music Students with Special Needs Through Peer-Assisted Learning Strategies" (2026). Doctoral Dissertations and Projects. 8398.
https://digitalcommons.liberty.edu/doctoral/8398
Abstract
Despite the federal laws for students with disabilities and their mandated inclusion, many elementary music teachers are under-prepared or lack resources to include students with severe disabilities in general music classes. Adapting procedures, expectations, and content delivery to include peer tutors who assist students with disabilities may be key to success for students with exceptionalities. This case study sought to explore the possibilities of reimagining the traditional elementary music classroom as an inclusive, collaborative space for cooperative learning and music-making by fostering peer relationships and peer tutoring. Utilizing a qualitative case study observational approach, this research explored how to best utilize peer tutors in the general elementary music classroom for students with severe learning exceptionalities. Existing education literature shows a high success rate with peer tutors, and nascent research has applied this concept to music education. However, a thorough study of selecting, preparing, structuring, and facilitating this educational model in elementary music was still needed. This case study paired students who have severe disabilities with general education peers. Instructional strategies and content delivery were varied to observe which methods yielded the most meaningful musical participation among all students. Findings suggest that peer-assisted learning, especially reciprocal peer tutoring, increases the social and musical success of students with exceptionalities. In addition, findings suggest that special education paraprofessionals are integral to the success of these strategies. This work provides guidance for elementary music educators and other elementary “specials” educators.
