Teaching music to elementary students who have diagnosed learning differences: music teachers’ methods for teaching music in a self-contained program

Abstract

This thesis discusses methods used by music teachers that teach elementary students who have been diagnosed with learning differences in a self-contained program. Background information is provided regarding teaching elementary students with diagnosed learning differences, teaching general music to those students, and finally teaching general music to elementary students who have diagnosed with learning differences and are in a self-contained program. Woltman conducted two in-depth interviews with a music educator who teaches these students in a self-contained program and observed this participant’s teaching. This thesis details methods and strategies used by the participant that are successful in engaging students and allow them to remain in class. Findings of the research reveal the importance of using appropriate music teaching strategies for students in self-contained programs, and how knowledge of these strategies has implications for pre-service music teachers, current music teachers, and those who teach music pre-service teachers, school administrators, and the field of music education.

Keywords and phrases: elementary music education, diagnosed learning differences, special education, self-contained program