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Dissertations / Theses on the topic 'Students with disabilities Music in education'

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Published: 4 June 2021

Last updated: 5 February 2022

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1

Farrell, Helen Jane. "The impact and local implementation of standards-based music curriculum policy frameworks and music education programs for students with disabilities and impairments in Victoria : a qualitative evaluation /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003381.

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2

Kim, Eun Jew. "Inclusive music education in the Republic of Korea: policies and adaptive instruction for general educators of primary school students with disabilities." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/690.

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The purposes of this study were to research the current inclusive practices in primary school music education in the Republic of Korea (ROK), identify issues that hamper optimal inclusion, and develop instructional strategies and recommendations to assist general educators in the accommodation of students with disabilities in their music classes. Analyses of public documents from the government of the ROK reveal that since the enactment of the Special Education Promotion Law (1977), there has been an increase in the number of students with disabilities educated inclusively. The current curricu

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3

Raviotta, Benjamin. "Strategies for Developing Individual Education Programs for Public School Music Students with Attention Deficit Hyperactivity Disorder and Dyslexia." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955082/.

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Strategies for Developing Individual Education Programs for Public School Music Students with Attention Deficit Hyperactivity Disorder and Dyslexia explores the need for curriculum modifications, accommodations, and remediation techniques for beginner band students with specific learning disorders (SLDs) under the umbrella of Individual Education Programs (IEPs) or 504 plans for attention-deficit/hyperactivity disorder (ADHD) and/or dyslexia. ADHD and dyslexia are the most common of the neurodevelopmental disorders, often affecting a student's ability to stay focused and attentive; remain quie

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4

Doran, Kirk. "A descriptive study of the assessment of music aptitude in students with mental retardation /." This electronic address not available when searched on Jan. 25, 2005, 1998. http://www.isr.bucknell.edu/catlinks/kdwebthesis.html.

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5

Ip, Flora Fonglap. "Adaptations of the Music curriculum for students with severe intellectual disabilities in Hong Kong : teachers' perceptions and practices." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/709.

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Under the principle of "one curriculum framework for all", all students in Hong Kong are eligible to have access to the same curriculum framework regardless of their level of intellectual functioning. Teachers in Hong Kong special schools have to adapt the central curriculum to cater for the learning needs of their students with intellectual disabilities. Since the guidance of music curriculum adaptations for students with Severe Intellectual Disabilities (SID) is scarce in Hong Kong, teachers with limited subject knowledge and inadequate understanding of their students' music development face

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6

Rowley, Terra E. "The effect of music therapy as a behavior intervention for preschoolers in a Head Start program." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344447.

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Behavioral competencies are important elements of school readiness and make up an important component in any preschool curriculum. In this study, music therapy was implemented in a Head Start preschool program as a behavioral intervention. Forty-five subjects received music therapy sessions in groups of six to ten children for 25 minutes, twice weekly. The first treatment group received music therapy intervention along with the regular curriculum for eight weeks while the other subjects participated in the regular curriculum only. The second eight weeks, the second treatment group received mus

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7

Negron, Victor E. "The impact of the recreative and cultural project on Puerto Rican students after graduation from high school /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1171444x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.<br>Typescript; issued also on microfilm. Sponsor: Margaret Terry Orr. Dissertation Committee: Francis A. J. Ianni. Includes bibliographical references (leaves 125-131).

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8

Nabb, David B. "Music Performance Program Enrollment and Course Availability for Educationally Disadvantaged versus Non-Educationally Disadvantaged High School Students in Texas." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277891/.

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The purpose of this study was to measure music performance program enrollments and course availability for educationally disadvantaged and non-educationally disadvantaged groups (grades 9-12) in Texas, and to further examine relationships which could help music educators understand the role which music performance programs play in the lives of educationally disadvantaged students. Data analyzed were collected by Texas' Public Education Information Management System (PEIMS). Educationally disadvantaged groups under consideration included economically disadvantaged, at risk (as defined by Texas

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9

Raviotta, Sara. "Practical Learning Strategies for Musicians with Specific Learning Disorder (Dyslexia) and/or Attention Deficit Hyperactivity Disorder (ADHD)." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984211/.

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This research explores the need for a unique, self-help manual to provide music students with diagnoses of dyslexia under the umbrella of specific learning disorder (SLD) and/or attention-deficit/hyperactivity disorder (ADHD) a positive way of coping with their musical tendencies. Dyslexia and ADHD are the most prevalent, comorbid neurodevelopmental disorders with symptoms affecting academic, social, and/or personal life. Musical symptoms could include difficulties in any of the following areas: notation reading; time, pulse, and rhythm; posture; fingering coordination; memorization; sight-rea

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10

Savaiinaea, Chelsea Makere. "Challenges in communication : a critical analysis of a student music therapist's techniques in working with special needs children : a thesis submitted to the New Zealand School of Music in partial fulfilment of the requirements for the degree of Masters of Music Therapy /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1082.

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11

Clark, Margaret Ann. "A program of instruction in braille music for teachers of visually impaired students : a project presented to the Faculty of Education, the University of Western Sydney, Nepean in partial fulfilment for the degree of Master of Education /." View thesis, 1992. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030625.085753/index.html.

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12

Vetosjkina, Olga. "Musikundervisning och musikterapi : En kvantitativ studie om musiklärarnas arbete med elever med funktionsnedsättning." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-2983.

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Syftet med föreliggande uppsats är att belysa frågan om förekomsten av musikterapeutisk kunskap och kompetens i olika skolformer i Sverige. Musikterapi kommer emellanåt till användning i musikundervisning med elever som har funktionsnedsättning, främst synes detta gälla då en musiklärare också är utbildad musikterapeut. Ett problem är vilka musikterapeutiska kunskaper och vilken kompetens som egentligen kan komma till användning i arbetet med elever med funktionsnedsättning i skolan. Ett annat problem är på vilka sätt lärare i musik ges möjlighet att ta del av musikterapeutiska kunskaper och k

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13

Marks, Lori J., Maureen Conroy, Martha Coutinho, and Kerri Martin. "Inclusion of Students with Disabilities." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3725.

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14

Nemitz, Christopher E. "Attitudes and perceptions of general education students toward students who receive additional education services." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001nemitzc.pdf.

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15

Marks, Lori J. "Modifications for Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/3684.

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Presentation discusses assistive technology devices: Simon Soounds It Out, WordMaker, Pix Writer, Co:Writer, Write:Outloud, WYNN and WYNN Wizard, Written Expression Software, Kidspiration, Start-to-Finish Reading Series,Neo, AlphaSmart 300, DANA, Lottie Kit.

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16

Rowe, Dawn A. "Career Technical Education & Secondary Students with Disabilities." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5935.

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Previous research has found enrollment in CTE is predictive of positive outcomes in postsecondary education and employment. Students with disabilities who engage in a concentration of CTE courses in high school: (a) have fewer unexcused absences, (b) are more likely to graduate high school on-time, and (c) are more likely to be employed after high school than those students enrolled in few to no CTE courses. Outcomes of youth with disabilities are influenced by many factors (e.g., expectations). Services provided to students while in high school also contribute to positive outcomes. One import

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17

Bunch, Clarissa L. "Promoting Equitable Outcomes for Students with Disabilities." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou152460365005734.

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18

Jarachovic, Jacquelyn Sarah. "Vocal Health Education for Preservice Music Education Students." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1588190950179913.

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19

Donlan, Michael J. "Voiceless in Medical School: Students with Physical Disabilities." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1499449833.

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Students with physical disabilities are underrepresented in medical school. Individuals with physical disabilities have largely been left out the diversity movement, which has increased access to medical education for women and minority students (Steinberg, Iezzoni, Conill, & Stineman, 2010). For students with physical disabilities who are admitted, not much is known about their experiences, thus the focus of this study was to explore the medical school experiences of individuals with physical disabilities. as the theoretical framework, the social model of disability as developed by Oliver

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20

Marks, Lori J., and V. Morin. "Assistive Technology for Students with Mild Disabilities." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3529.

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21

Hodge, Jennifer Faison. "Physical activity levels of students with mental retardation and students without disabilities /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486398195326029.

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22

Rose, Phillip. "Writing Interventions for Students with Specific Learning Disabilities." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/960.

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Only 27% of U.S. eighth graders are at or above grade level proficiency in writing (National Center for Education Statistics, 2012). Students with specific learning disabilities frequently exhibit skill deficits in planning, organizing, and writing conventions, and show inadequate awareness to write strategically (Troia, 2006). The purpose of this study is to examine evidence-based writing interventions aimed at enhancing the writing skills of students with specific learning disabilities and then to indicate which interventions were proven to be effective. The results of a variety of studies o

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23

Alvarez, Jenna M. "School Counselor Preparation to Serve Students with Disabilities." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1541091540369369.

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24

Anderson, Mary Jo. "Students with disabilities in general education settings: general education teacher preparation." Diss., Kansas State University, 2010. http://hdl.handle.net/2097/4619.

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Doctor of Education<br>Department of Special Education<br>Warren J. White<br>Historically, the provision of special education has moved from settings isolated from children without disabilities to services in public school classrooms with non-disabled peers. As advocates began to impact civil rights legislation, the educational rights of individuals with disabilities were realized, and laws began to protect them. Public Law 94-142, 1975 and subsequent reauthorizations assured these students a free and appropriate public education and, to the greatest extent possible, with non-disabled peers. I

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25

Ingersoll, Deborah Jeanne Hodge. "College students with learning disabilities: Perceptions of academic success." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284222.

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Semi-structured interviews provided the primary source of data in this qualitative study that was designed to determine factors that determine academic success and failure of college students with learning disabilities. All student participants were using either of two support programs for learning disability support services on a large Research I Land Grant University. Students were matched on cumulative high school grade point average (3.0 or higher), full-scale scores intelligence measures, and composite college entrance examinations scores. Students were further grouped as Successful (cumu

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26

Marks, Lori J., and D. J. Montgomery. "Assistive Technology for Students with Mild Disabilities." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3569.

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27

Hudson, Tina M. "Adapting Strategies for Primary Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3999.

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28

Lee, Ann, and Pamela J. Mims. "Accessing Academic Content for Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/210.

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29

Banks, Amanda Brooks. "Preparing K-12 Educators to Teach Students with Disabilities." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/83802.

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My dissertation is comprised of two manuscripts on preparing educators to address the needs of students with disabilities. The first manuscript is a systematic review of 23 empirical studies published over the last two decades, addressing how traditional teacher preparation programs prepared preservice educators to learn about teaching students with disabilities in inclusive settings. A conceptual model was developed to synthesize the findings. Better outcomes in dispositions, knowledge, and skills were associated with preservice educators placements in inclusive classrooms where supportive su

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30

Ressa, Theodoto Wafula. "The Path to College: Transition Experiences of Students with Disabilities." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462887244.

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31

Shipp, Allison Erath Martin E. Davis. "Disability documentation criteria for students with learning disabilities in higher education." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Rehabilitation_and_Special_Education/Dissertation/Shipp_Allison_35.pdf.

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32

Rohlfer, Elizabeth Gail. "The self-determination of college students with and without disabilities." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1308326255.

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33

Saylor, John. "Comparing Achievement of Students with Disabilities in Cotaught Versus Traditional Classrooms." Thesis, University of La Verne, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10621264.

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<p> <b>Purpose.</b> Following recent federal legislation and related policy changes, co-teaching evolved rapidly as a strategy to provide students with disabilities access to the same curriculum as students without disabilities while receiving instruction in the least restrictive environment. It is unclear if co-teaching is an effective instructional strategy for educating students with disabilities in the least restrictive environment. The purpose of this causal-comparative study was to determine if there was a significant difference in students with disabilities’ academic performance i

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34

Gibbons, Agatha Lee. "Reading Instruction for Students with Intellectual Disabilities: Inservice Teachers' Perceptions." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/9073.

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Students with intellectual disabilities have at times been overlooked and denied effective reading instruction. Teachers tasked with instructing such students are often limited in the training, resources, and support necessary to effectively instruct these students in reading. These problems are further compounded by the fact that students with intellectual disabilities have historically been misperceived, often by the very educators tasked with instructing them, as either being unable to learn to read or that the prospect of teaching them to read is simply too daunting and complicated to be o

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35

Gan, Ying Han. "Music Exploration Workshop for Young Piano Students." Kent State University Honors College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1304360681.

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36

Hatzichristou, Chyrse, and Diether Hopf. "Students with learning disabilities : academic and psychosocial aspects of adaptation." Universität Potsdam, 1993. http://opus.kobv.de/ubp/volltexte/2009/1686/.

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This study explores learning-disabled students' academic and psychosocial adjustment as compared to their non-disabled classmates within the mainstream public education system in Greece. A brief description of the special education services in Greece is also presented. The sample of the study consisted of fifth and sixth grade elementary school students in northern Greece. The learning-disabled students were identified based on teachers' evaluation (N=30). The control group consisted of all classmates of these students (N=307). Teacher-, peer and self-ratings were used and achievement data wer

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37

Stamer, Tylie. "Promoting Learning Strategies in Students with Learning Disabilities Through Blended Learning." Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255720.

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<p> This study was designed to investigate possible changes in the use of four specific learning strategies by students who had learning disabilities: using a device, thinking about knowledge, finding a starting point, and acting differently in the future. The five student participants were instructed in a special education pull-out reading classroom using the blended learning classroom model. The researcher explored behavioral changes related to student participants’ use of these learning strategies in general education classrooms. This study attempted to investigate student participant

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38

Chan, Edmund Sze Shing. "Music teachers' concern of inclusive music teaching scale: development, validation and correlates." HKBU Institutional Repository, 2016. https://repository.hkbu.edu.hk/etd_oa/308.

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In view of the lack of an appropriate instrument to measure primary school music teachers' concerns about teaching music to students with special educational needs in inclusive classrooms in Hong Kong, this research intends to fill the research gap by developing and validating the Music Teachers' Concerns of Inclusive Music Teaching Scale (CIMTS) for addressing these concerns. Specifically, this study aims at: (1) Developing and validating the CIMTS, (2) Assessing its psychometric properties, (3) Exploring primary school music teachers' levels of concern about inclusive music teaching, and (4)

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39

Evans-DelCiappo, Robin M. "Project PARTnertship: The Effects of the Arts on Students with Disabilities." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1215082685.

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40

Timura, Kayle E. "Handbook for Adapting Physical Education Activities for Students with Cognitive Disabilities." Ashland University Honors Theses / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1505161734646181.

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41

Amayo, Jeanette. "INCLUSION OF STUDENTS WITH DISABILITIES: AN INTERNATIONAL PERSPECTIVE." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3262.

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The purpose of this study was to examine the inclusion of students worldwide. Because the language barrier would impede the gathering of the necessary research, this study was delimited to only those English-speaking countries such as the United Kingdom, Canada, Australia, New Zealand, and the United States. The researcher examined many aspects of the education of students with disabilities in each country and how that attributed to the extent in which students with disabilities were being educated in the regular classroom. First, the researcher analyzed the legislation regarding students with

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42

Lynn, Kathryn M. "Revamping the classroom improving the education of students with disabilities /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/KLynnPartI2006.pdf.

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43

Goodwin, Donna Lynn. "The experience of students with physical disabilities in physical education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0030/NQ59965.pdf.

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44

Sears, Lekeia Shari. "Identifying Supportive Education Practices for College Students with Psychological Disabilities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2175.

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Students with psychological disabilities who enter the post-secondary environment can struggle without proper support services. Faculty and staff members typically interact with their students as much as or more than any other post-secondary personnel. This project study explored faculty and staff members' knowledge of supportive education programs and their feelings about engaging/helping these students. Guided by Bandura's self-efficacy theory for faculty and Rogers' humanistic approach to education, which supports the need for faculty involvement and training, this study explored whether fa

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45

Miller, Mandy A. "Bridging the Gap: Transitioning Students with Disabilities to Higher Education." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1478693858109392.

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46

Marks, Lori J. "Students with Low-Incidence Disabilities: Practical Strategies that Work." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3722.

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47

Carter, Nari. "Educators' Perceptions of Collaborative Planning Processes for Students with Disabilities." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1344.pdf.

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48

Trexler, Ellen L. "Categorical differences in statewide standardized testing scores of students with disabilities." Thesis, Keiser University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558758.

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<p> The No Child Left Behind Act requires all students be proficient in reading and mathematics by 2014, and students in subgroups to make Adequate Yearly Progress. One of these groups is students with disabilities, who continue to score well below their general education peers. This quantitative study identified scoring differences between disability groups on the Florida Comprehensive Assessment Test (FCAT) over a 6-year period. The percentages of students who scored at the proficient level in reading, mathematics, and writing in the fourth grade, and reading, mathematics, and science in the

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49

Cory, Rebecca Claire. "Identity, support and disclosure issues facing university students with invisible disabilities /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

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50

Foster, Rita Garrett. "Meeting the Needs of College Students With Learning Disabilities." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7869.

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Although more students with learning disabilities (LDs) are attending postsecondary institutions, faculty lacks the necessary training to educate students with LDs. A need exists to ensure that their college experiences include resources or support services to help students meet their academic requirements. Without support services, students may encounter poor outcomes in postsecondary education. This bounded, qualitative case study was designed to explore perspectives and experiences of students with LDs related to student services and accommodations at a postsecondary institution. Knowles's

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