Pedagogical Approaches for Students with Autism Spectrum Disorder in the String Classroom: A Case Study

Date

2023-05

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Abstract

It has been shown throughout music education that many students with exceptionalities, including those with autism spectrum disorder (ASD), have been effectively included in the music classroom. However, the level of inclusion in instrumental music is not as great. As the subject of inclusivity of students with ASD in the string classroom has been explored, it has been discovered that a limited amount of information has been available regarding the inclusion of students with exceptionalities. The involvement of students with exceptionalities within the string classroom not only is beneficial to students with neurodiversities but it is also beneficial for neurotypical students since it allows the teacher to vary instruction according to individual needs. Transfers of topics learned in one music setting can be made to other music settings, as well as to general academics. The purpose of this study was to examine the ways in which students with autism spectrum disorder are engaged in inclusive string classrooms. In addition to examining student behaviors, the researcher also examined and analyzed the teacher behaviors that were present when providing instruction and pedagogical approaches in inclusive string classrooms. The following research questions were addressed in the context of this investigation: 1. What effective instructional strategies are being used for the inclusion of students with exceptionalities (e.g., ASD) in the string classroom? 2. What steps can music educators take to improve the inclusivity of students with exceptionalities in the music classroom setting? 3. What steps can music educators take to improve the inclusivity of students with exceptionalities in the string orchestra classroom? Findings from the study include concrete pedagogical approaches applicable to teaching neurodiverse and neurotypical students that can easily be implemented into the classroom right away, along with an analyzation of common themes related to how music educators can provide inclusion for students with ASD.

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Keywords

Autism Spectrum Disorder (ASD), Neurodiversities, Disabilities, Exceptionalities, Inclusion, Modifications, Accommodations

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