Open Access Honors Program Thesis
Music educators interact with a wide range of students with varying levels of abilities. Numerous research studies outline a variety of teaching models and methods aimed at creating a successful classroom environment for all children, regardless of their capabilities. This survey research investigated current practices in which special education teaching methods pertain to elementary music educators in Iowa and the relationship of these practices to the current research literature. Research participants anonymously responded online regarding the atmosphere of special education in their school and music classroom, the support given to them in regards to mainstreaming efforts, and the strategies that have proven most successful in their classrooms. Results revealed many similarities, and four conclusions were made. Participant responses indicated that mainstreaming is used frequently in Iowa elementary general music classrooms, the benefits of mainstreaming in these classrooms extend beyond those received by special needs students, teachers have adaptation styles that fit their specific needs, but generally follow similar criteria, and support in regards to mainstreaming is provided when requested.
Year of Submission
School of Music
University Honors Designation
A thesis submitted in partial fulfillment of the requirements for the designation University Honors
1 PDF file (49 pages)
©2010 Kelsey Rae Ternes
Ternes, Kelsey Rae, "Musically Mainstreamed: Mainstreaming in Elementary General Music Classrooms" (2010). Honors Program Theses. 794.