Inclusion of students with autism spectrum disorder in the music classroom: Music teachers' experiences, attitudes, and perceptions
Gilbert, Christiane Gabriele
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The purpose of this study was to investigate music teachers' experiences, attitudes, and training related to inclusion of students with Autism Spectrum Disorder. Participants included elementary music generalists and secondary choral directors (N=458) from across the state of Texas. Findings indicated that most teachers received their special needs training from campus staff development and Texas Music Educators Association workshops, and only 12% of respondents received training in their undergraduate courses. The majority of participants cited outbursts and keeping students with ASD on task as their greatest challenges. Suggestions for successful inclusion included use of visual aids, instruments, technology and kinesthetic activities, being familiar with individual student's preferences and behavioral profiles, and keeping noise levels at a minimum.