Creating Inclusive Music Classrooms through Peer-Assisted Learning Strategies

Autor/in	Walkup-Amos, Taylor
Titel	Creating Inclusive Music Classrooms through Peer-Assisted Learning Strategies
Quelle	In: TEACHING Exceptional Children, 52 (2020) 3, S.138-146 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walkup-Amos, Taylor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059919891185
Schlagwörter	Inclusion; Music Education; Peer Teaching; Learning Strategies; Small Group Instruction; Tutoring; Students with Disabilities; Educational Benefits; Curriculum Design; Lesson Plans + Suchen Sie Ihr Suchwort? Inklusion; Musikerziehung; Peer group teaching; Peer Group Teaching; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Förderkonzept; Nachhilfeunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsertrag; Lehrplangestaltung; Lesson planning; Unterrichtsplanung
Abstract	Music classrooms are diverse and joyful; however, it can be challenging for music teachers to meet the needs of all students. One approach to enhancing the music learning of students with disabilities is to use peer-assisted learning strategies. The purpose of this article is to describe the benefits of peer-assisted learning for students with and without disabilities, to provide practical applications for general music settings, and to guide music teachers to design curricula and classroom routines to support peer-assisted learning. (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	2022/1/01