Hidden in Plain Sight: A Music Therapist and Music Educator in A Public School District

Autor/in	Smith, Jacqueline C.
Titel	Hidden in Plain Sight: A Music Therapist and Music Educator in A Public School District
Quelle	In: International Journal of Music Education, 36 (2018) 2, S.182-196 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761417712319
Schlagwörter	Music Teachers; Music Education; Music Therapy; Case Studies; Special Needs Students; Teacher Attitudes; Counselor Attitudes; Educational Environment; Cooperation; Public Schools; Educational Objectives; Counseling Objectives; Observation; Semi Structured Interviews; Elementary School Teachers + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Musikerziehung; Musiktherapie; Case study; Fallstudie; Case Study; Sonderpädagogischer Förderbedarf; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Co-operation; Kooperation; Public school; Öffentliche Schule; Educational objective; Bildungsziel; Erziehungsziel; Beobachtung; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The purpose of this intrinsic case study was to clarify the roles of a music educator and music therapist in a North American public school district. This case was unique because some of the students with special needs received both music instruction and music therapy services, yet there was little collaboration between the two disciplines. In an effort to learn more about each music discipline and to add to the knowledge base of the connections between music education and music therapy I posed four research questions: (1) What were the goals of the music teacher and music therapist for the students in their classrooms? (2) What were the perceptions of the music teacher regarding music therapy services in an educational setting? (3) What were the perceptions of the music therapist regarding student experiences in the music classroom? (4) In what ways did the music therapist and music educator collaborate, or not, to improve outcomes for students with special needs? I found the goals of the educator and therapist in music were unique yet complementary, and clarification of these goals is needed to assist educators who work with students with special needs. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01