On-Task Participation of Typical Students Close to and Away from Classmates with Disabilities in an Elementary Music Classroom

The purpose of this case study was to assess on-task participation by individual typical students in an inclusive elementary music classroom when students were close to and away from classmates with disabilities. Ten typical fourth-grade children in an inclusive music class of 24 students, two of wh...

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Bibliographic Details
Published inJournal of research in music education Vol. 50; no. 4; pp. 343 - 355
Main Author Jellison, Judith A.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA MENC: The National Association for Music Education 01.12.2002
SAGE Publications
National Association for Music Education
Subjects
Behavior
Children
Childrens songs
Disabilities
Disorders
Educational activities
Elementary education
Elementary school students
Individual differences
Learning disabilities
Music
Music Activities
Music education
Music teachers
Music Therapy
Paraprofessionals
Preschool Children
Secondary school students
Software
Space
Special education
Special needs students
Teachers
United States > US
Texas
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Summary:The purpose of this case study was to assess on-task participation by individual typical students in an inclusive elementary music classroom when students were close to and away from classmates with disabilities. Ten typical fourth-grade children in an inclusive music class of 24 students, two of whom had disabilities, were selected for observation. No specific instructions were given to students regarding interactions with peers with disabilities. Computerized software was used to record on-task and off-task behaviors. Findings show differences among typical students related to the two classmates with disabilities and in different locations. Results discussed include individual differences among typical students, location and the academic success of students with and without disabilities, and the importance of teaching typical children when and how to interact with their classmates with disabilities.
ISSN:0022-4294
1945-0095
DOI:10.2307/3345360