Contains a bibliography listing books and journal articles dealing with mainstreaming and music education. (AM)

Discusses classroom management techniques and music activities for handicapped children in mainstreamed and special education classes. Classroom techniques are designed around students' poor reading and concentration abilities, multisensory experiences, and consistent discipline using positive reinforcement. Music activities are used to reinforce…

Discusses methods for teaching instrumental music skills to educable mentally handicapped children. The author advocates consistent rules for equipment handling and playing position, frequent positive feedback from teachers, private lessons, rote-learning of music, and group playing experiences. Appropriate music training significantly improved…

Discusses the adaptation of music teaching methods and classroom environments for mainstreamed special students. Teachers must identify handicapped students, establish individualized goals for them, and modify the classroom, class activities, and teaching techniques to meet their special needs. The discussion includes the use of behavior…

Discusses the music educator's role in working with mainstreamed, handicapped students in the schools. The author emphasizes the need to clarify educational goals, use interdisciplinary teams, develop criteria for general music achievement, and modify teaching strategies. (AM)

Stresses that music teachers should be able to identify gifted and talented students for special programs. Explains some of the issues involved in the identification process, describes various types of data and data-gathering instruments that have been developed, and gives some general guidelines for setting up an identification procedure. (SLM)

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)

Discusses the effects of mainstreaming on music education. Includes a statement published by the Music Educators National Conference (MENC) on mainstreaming, and addresses unresolved issues of mainstreaming. Examines the special needs of disabled students, teacher training issues, instructional strategies, and the management of mainstreamed…

Addresses the fears teachers feel when confronted with special learners in a regular classroom. Outlines strategies for dealing with the management of mainstreamed children including techniques for lesson preparation, getting acquainted with the special needs of mainstreamed students, classroom activities, and lesson plan implementation. (RW)

Traces the history of mainstreaming prior to and after the enactment of the Education for All Handicapped Children Act of 1975. Discusses the particulars of the law focusing on its least restrictive environment clause. Addresses the music educator's role in implementing the act. Includes school districts' responsibilities under the law. (RW)

Addresses the issue of mainstreaming through numerous music educators' personal experiences with physically challenged students in the classroom. Focuses on strategies for success, teaching methods, support systems, and an awareness of individual needs. Includes discussion on secondary music programs and the legal aspects of mainstreaming. (RW)

Reviews the history of education for the gifted and talented. Defines giftedness as multifaceted including general intellectual ability, specific academic aptitude, creative and productive thinking, leadership ability, visual and performing arts, and psychomotor ability. Suggests that using better methods to identify gifted students points to a…

Suggests steps for facilitating the integration of students with emotional or behavioral disorders into the regular music classroom. Recommends easing mainstreaming by: (1) setting up systematic placement procedures; (2) providing adequate classroom structure; (3) "generalizing" programs used in special education; and (4) attending to the…

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)

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)