This article is a review of literature detailing the 1923 origin of the phrase "Music for Every Child; Every Child for Music" and tracing its use in music education periodicals through the next nine decades. By delving into the now century-old archives for "Music Educators Journal" to research the historic declaration of Karl…

Developmental dyslexia (DD) is more prevalent as an "umbrella" disorder than many educators realize. The music educator can play a particularly useful role in helping children in the general or choral classroom cope with DD, given the temporal nature of cognitive issues inherent in the disorder. The purposes of this article are to…

According to the National Centers for Disease Control, 1 out of 150 children in the United States is diagnosed with autism. Diagnosis rates are rising by 10 to 17 percent per year. Due to this increase, more children with autism have been included in music classrooms. As a music educator and a music therapist, respectively, the authors have…

Music teachers in all specialties seem to struggle with voice problems. Although little research has been done specifically regarding music teachers, teachers in general are known to be at risk for developing voice disorders that can lead to difficulty teaching or even to leaving the profession. In an attempt to prevent this, some teachers have…

Discusses the importance of musical experiences to the multiply handicapped and presents mechanical aids which allow the physically disabled to play string and percussion instruments. Some of these aids are illustrated. (SJL)

Literature on music preferences of older adults and music therapy for older adults is reviewed, and suggestions are made for making music more accessible to the older person. (KC)

Physical skills, such as fine and gross motor skills, are necessary for students to play musical instruments. Cognitive skills are necessary for students to comprehend music concepts. Emotional and social skills are necessary for students to participate in musical ensembles and general music classes. Attention to these extramusical goals in music…

Discusses how Orff-Schulwerk methods are used to teach music ensemble skills to mentally retarded adolescents. The author describes how the analysis of basic musical tasks reveals the essential subskills of motor coordination, timing, and attentiveness necessary to music-making. Specific teaching methods for skill development and Orff…

Describes the results of a survey which asked music therapists what goals they most frequently established for children in their programs. The goals were: to improve gross and fine-motor skills, to encourage cooperation with peers and adults, to increase ability to follow directions, and to encourage active participation. (AM)

The author cites these benefits of music to the visually handicapped student: physiological music activities enhance psychomotor coordination and promote relaxation and the ability to cope with frustration; participation in music events encourages interaction with sighted peers. Organizations providing music instructional materials for the…

Discusses music education in light of Public Law 94-142, the implications of which are that handicapped persons have the right to receive the same level of services in arts education as nonhandicapped individuals. (Editor/RK)

States that the best way to teach disabled students is to be prepared for the individual challenges they offer. Visually impaired students require more than patience to succeed in an instrumental program. Offers several ways to help these special students get the most from their musical experiences. (BSR)

How Philadelphia's Settlement Music School provides music education for the handicapped is described. The origins of the school, current educational practices, and future plans are discussed. One particular achievement of the school was the development of a guide that defines the physical requirements needed to play a particular musical…

Article deals with the problems of music educators in teaching handicapped, exceptional, emotionally disturbed and mentally retarded children. The author discusses the need for proper training of teachers in special education. (MM)

Provides background information on music therapy. Discusses how music therapy works in the public school setting and offers advice to music teachers. Explores music therapy and the Individuals with Disabilities Education Act, addressing the benefits of having access to music therapists. (CMK)