Alexandra

Payton
Bibliography and Research in Music

Teaching Students with Autism Spectrum Disorder in the Music Classroom

Since the creation of the Individuals with Disabilities Education Act (IDEA) in 1990,

many more students with special needs have been included in public school classes. Music

classes, in particular, provide helpful experiences for students with special needs. Music

classes generally involve hands-on experiences, and they provide opportunities for varied

means of communication. For these reasons, music classes have the potential to be

especially helpful for students with autism spectrum disorders (ASDs).

Although inclusion is not a new concept, many public school teachers find it

challenging to plan and implement lessons that include students with special needs.

Students with ASDs present unique challenges to the music teacher, but they also can be

very rewarding to work with. Teachers should spend time researching about ASDs, adjust

lesson plans and teaching techniques in order to meet the needs of autistic students, and

learn to collaborate effectively with others so that they can provide a supportive and

enriching learning environment for their students. The purpose of this bibliography is to

provide music educators, especially elementary general music teachers, with resources

about teaching students with ASDs. The references included present: background

information about ASDs, information about educational laws and inclusion, teaching

considerations and strategies for working with students on the autism spectrum, and ways

in which inclusion in music classes can help students with ASDs. A section of helpful

websites is included in order to provide an easily accessible reference list for general

information about ASDs and inclusion. These websites offer current information about

ASDs and suggestions for working with students on the spectrum.

 There are several limiting factors that determine what resources are included in this

bibliography. In order to provide resources that focus on music education, texts that focus

solely on music therapy have been omitted. Writings that concentrate only on teaching

music to students with ASD in instrumental settings and in high school settings have been

left out unless they include information that can be easily applied to the elementary general

music classroom. Also, no texts that were written before 1990, when Congress passed the

IDEA, are included unless they are considered a staple resource for music educators.

Staple resources are those that are cited frequently by leading authors in the field of music

and special education, or that are used as educational tools in university/college classes for

teacher preparation programs.

My objective in compiling this bibliography is to provide a list of helpful resources

to teachers who are struggling with understanding and teaching students with ASDs, or

who do not know how to approach teaching in an inclusive classroom setting. My intention

is that this bibliography will be a beneficial and applicable tool for music educators. This

bibliography aims to inform current music educators about valuable resources that can

help them find new ideas and ways to teach in an inclusive classroom setting. I hope that as

a result of exploring these sources, music educators will have new teaching techniques in

mind, and will be motivated and inspired to work with students who have ASDs.

 Table of Contents

1. Website Resources
Quick reference section for informative websites about ASDs and teaching in
an inclusive classroom

2. Other Resources

Periodical articles, dissertations, books, book chapters, meetings and
symposia focusing on the topic of teaching music to students with ASDs in
inclusive school settings



































Website Resources:

Autism Society. (2015). Autism Society. Retrieved from http://www.autism-society.org

The Autism Society website provides up-to-date information and news about ASD and
Aspergers Syndrome. The Autism Society aims to inform the public about autism and the
challenges that it presents. This website presents information about early diagnosis and
interventions for children with ASD. It also includes important information about IEPs and
how public schools can be involved in helping students with ASD. Teachers should use this
website to learn basic information about ASD.

Autism Speaks. (2015). Autism Speaks. Retrieved from www.autismspeaks.org

Autism Speaks is a website that includes suggestions for apps and types of technology
programs that are useful for individuals with ASDs. The website is set up so that it provides
an opportunity for people to contribute their own suggestions, which is helpful because it
contains the most up-to-date information. The research tab includes information about
research developments, current studies. Music educators should note that this section also
provides information about professional development trainings that are geared to help
teachers learn about teaching strategies for working with students on the autism spectrum.

Autism Research Institute. (2015). Autism research institute: Autism is treatable. Retrieved

from http://www.autism.com

Dr. Bernard Rimland initiated the Autism Research Institute (ARI) in 1967 with the goal of
directing and encouraging autism research. This website focuses on diagnostic, treatment,
and prevention issues surrounding ASD. The ARI offers conferences and non-profit
organizations on an international level, communicating with families and professionals
around the world. Music educators will find the education page in the treating autism
category especially helpful. This page includes an article entitled Nine Domains of
Accommodations by Dr. Stephen M. Shore that suggests effective ways for teachers to
make accommodations for students with ASD within the classroom setting.

Gateways Support Services. (2013). Autism help. Retrieved from http://

www.autismhelp.info

This Gateways initiative seeks to heighten autism awareness by presenting parents,

teachers, childcare workers, and professionals with information about ASD. This website
lists specific behavioral, social, cognitive, communicative, and sensory challenges. It also
provides practical strategies to overcome these challenges. The challenges and solutions
are organized in sections for the different developmental stages including early childhood,
primary years, teen years, and adults. This is an exceptional resource for teachers who have
specific questions about challenges presented by students with ASD.

Morris, B. K. (2008). A better future for children with autism, Aspergers Syndrome, and

related developmental disorders. Retrieved from http://www.autism-help.org

Morris provides a significant compilation of over 350 fact sheets with information
concerning ASD. This website focuses on practical suggestions in order to provide
information to people who cannot access intervention programs. Morris includes sections
about diagnosis, autism characteristics, and information about Aspergers. There are also
resources about behavior and life skills, early intervention, and personal stories. Teachers
will find the communication and education section to be especially helpful because they
provide fact sheets written by highly regarded individuals in the field of autism research.
Some of these documents include information about learning styles, teaching tips,
developing IEPs, and class scheduling.

National Association for Music Education. (2015). Special learners channel. In National

Association for Music Education. Available from http://www.nafme.org

The National Association for Music Education (NAfME) is the only organization that
provides information about all aspects of music education. This page of the NAfME website
presents teaching resources for working with students who have special needs. A collection
of archived webinars, presented by highly regarded leaders in the fields of music and
special education, is provided on this webpage. This is a helpful resource to music
educators, and provides access to current information about teaching students with special
needs.





















Other Resources:

Abramo, J. (2012). Disability in the classroom: Current trends and impacts on music

education. Music Educators Journal 99(1), 39-45. doi: 10.1177/0027432112448824

Abramo examines how peoples perceptions of disabilities can effect the musical education
of students with special needs. He provides information about laws that require including
students with special needs in public school classrooms. Abramo describes how disability
labels can have negative effects on individuals with special needs because the labels create
a social disability that is unrelated to their medical disability. Abramo also illustrates the
concept of people-first language, and shares how this can be included in teaching
practices. Although this article does not focus solely on ASDs, Abramo recognizes useful
teaching attitudes and strategies that would benefit music educators who are working with
students with ASDs.

Adamek, M. S., & Darrow, A.-A. (2010). Music in special education (2nd ed.). Silver

Spring, MD: The American Music Therapy Association.

The purpose of this text is to provide information about special needs integration and
legislation in education. It describes characteristics of many disabilities; take note of
chapter 10, which is devoted to characteristics of ASDs. The authors are highly qualified in
the field of music education and therapy, and they provide many valuable teaching
strategies. Each chapter includes an overview and a list of other related resources. This
source is unique because it discusses the roles of music educators and therapists in
relationship to the overall education of students with special needs. It also suggests ideas
for collaboration between music educators and music therapists.

Allgood, N. (2003, Fall). Music and sensory integration for children with autism spectrum

disorders. Early Childhood Connections, 9, 21-27. Retrieved from Music Index Online

database. (Accession No. MAH0001247120)

Allgoods article provides music educators and therapists with important information
about sensory integration dysfunction. She clearly describes general information and
characteristics of ASDs. Allgood explains that sensory issues, which are common in
students with ASDs, are displayed through an inability to appropriately manage physical
and emotional reactions to music. She describes the implications for teachers who have
students with sensory integration dysfunction, and offers helpful suggestions for including
these students in music classrooms. Although many sources suggest using additional visual
aids in teaching students with ASDs, Allgood explains that individuals with sensory
integration dysfunction may actually need a reduction of external stimuli. Allgood offers
helpful suggestions that are presented with the understanding that the teacher should
observe and adapt based on individual students needs.
Birkenshaw-Fleming, L. (1993). Music for all: Teaching music to people with special

needs. Toronto, Canada: Gordon V. Thompson Music.

This book identifies challenges that teachers will likely face in teaching people with special
needs, and suggests practical solutions, activities, and adjustments for teaching. Chapter 7
is devoted solely to the study of music and autism. Pages 94-98 are important because they
portray specifically how music can help autistic students progress in diverse areas of
learning. Although this book is intended for private music teachers, it offers a unique
perspective by recognizing the ways in which music affects autistic children. Knowing
these benefits provides encouragement to music teachers who have students with ASDs in
their classes.

Cannon, M. C. (2008). Teaching and learning: Working with the autistic student. American

Suzuki Journal, 36(3), 32-33. Available from https://suzukiassociation.org

/news/journal/

This brief article presents helpful suggestions for ways to approach teaching students with
ASDs. Although it is written specifically for teaching string instruments through the Suzuki
method, many of the concepts can be transferred to teaching in a general music setting. The
author suggests that music educators meet with the students parents before lessons begin
in order to learn about the students abilities, likes, and fears. Having this knowledge before
the first music lesson can help teachers provide a positive first experience. Cannon also
mentions the importance of creating a specific lesson routine. Cannon also advises that
teachers give positive feedback and praise frequently throughout the lesson. Cannons
helpful suggestions will give music educators a starting point for learning how to
successfully teach students with ASDs.

Clements-Corts, A. (2012). Designing an inclusive music classroom for students with

autism and autism spectrum disorder. Canadian Music Educator, 53(3), 35-37.

Available from http://cmea.ca/journal/

Clements-Corts analyzes the inclusive music class setting and experience. She includes
general information about ASDs, alternative and augmentative communication systems,
and knowledge about the social effects of ASDs. She also identifies specific teaching
strategies for music educators. In addition, Clements-Corts presents a music educators
perspective through an interview with Cori McGuire. Clements-Cortss research,
explanations, and discussion with McGuire culminate an invaluable source for music
educators.


Darrow, A.-A. (1999). Research on music and autism: Implications for music educators.

Update: Applications of Research in Music Education, 18(1), 15-20. doi:

10.1177/875512339901800103

Darrow offers expert advice for including students with autism in the music classroom. Her
article includes a discussion of autism, the IDEA Act of 1990, and developments in research
concerning music and students with autism. She points out that students with autism often
display an advanced level of musical ability. Darrow also identifies ways in which the
experience of learning music can help develop communication skills, and can provide
motivation for children with autism. Music has also been shown to help autistic children
focus on a particular task. Finally, Darrow summarizes ways that music educators should
respond to inclusion policies to create a positive learning experience for students with
autism. If teachers adapt lessons and establish an organized class schedule, autistic
students will be more likely to succeed. Darrows writing is clearly expressed, well
researched, and provides an invaluable resource to music teachers.

Darrow, A.-A. (2009). Adapting for students with autism. General Music Today,

22(2), 24-26. doi: 10.1177/1048371308328384

This article portrays different characteristics of ASDs, and explains the concept of sensory
integration problems. Darrow describes several teaching adaptations for teaching students
with ASDs in the music classroom, and points out the benefits of inclusion for students with
ASDs. Darrow states that adjusting the outcome expectations to fit the needs of each
particular student with ASDs is necessary. She also mentions the importance of positive
peer support. This article is an excellent source of teaching adaptations and strategies that
can be applied to any elementary general music classroom for students with ASDs. It is the
perfect length for a quick and helpful reference text for music educators.

Darrow, A.-A. (2014). Applying common core standards to students with disabilities in

music. General Music Today, 27(3), 33-35. doi:10.1177/1048371313519645

This text provides a unique view on teaching music to students with special needs. Darrow
shares helpful information about how to apply the common core standards (CCSS) to a
general music classroom that includes students with special needs. The CCSS promote the
idea that all students, including those with special needs, should be able to progress in their
learning and meet specific learning goals. Darrow clearly illustrates methods to adapt
individualized learning goals for students with special needs. This is a very helpful resource
to teachers who are creating curriculum that aligns with CCSS and involves students with
special needs.


Darrow, A.-A., & Armstrong, T. (1999). Research on music and autism: Implications for

music educators. Update: Applications of Research in Music Education 18(1), 15-20.

doi: 10.1177/875512339901800103

The authors present the IDEA act of 1990 in light of its implications for students with ASDs.
The authors describe the interesting history and common characteristics of ASDs. They
explain that music has been proven to have positive effects on the development of students
with ASDs such as develop their ability to memorize nonvisual information, improve task
accuracy, and help keep them focused on a particular task. The authors state that music
classes should be structured in an organized way, and should provide a supportive
environment. This article provides a wealth of information about the benefits that music
can have on students with ASDs, and gives helpful teaching tips so that music educators can
provide a positive musical experience for all students.

De lEtoile, S. (1996). Meeting the needs of the special learner in music. The American Music

Teacher, 45(6), 10-13. Available from http://www.mtna.org/publications

/american-music-teacher/

The author introduces the different categories of special needs, mentioning that ASDs are
developmental disorders. She shares some of Cecilia Roundabushs experiences in teaching
general music to students with ASDs. The author shares Roundabushs suggestions for
using alternative communication methods, such as picture aids, to establish behavioral
goals and musical concepts. She also discusses that Roundabushs practice of breaking
information into small pieces, and slowly building on that knowledge, can be very helpful
when teaching students with ASDs. In addition, the author offers several important
suggestions for teaching students with special needs. Music teachers are provided with
scenarios, teaching techniques, and suggestions for adapting and approaching students
with special needs, so that they can be better prepared to teach their students.

DeVito, D. (2006). The communicative function of behavioral responses to music by public

school students with autism spectrum disorder (Doctoral dissertation). Retrieved

from http://uf.catalog.fcla.edu/uf.jsp

DeVito created a study that focused on four autistic students, to see how their musical
preferences affect their behaviors. The first stage of the study gathered information about
each student and their behavioral tendencies. The second part involved music lessons, in
both inclusive and self-contained settings. The third stage allowed the students to pick
their favorite song. The results of the study show that students change their behavior based
on their musical preferences. DeVito includes information about ASDs, legislation about
teaching students with special needs in public schools, and augmentative and alternative
communication systems. DeVito discusses the results of the study and its implications to
teaching students with ASDs. This is a very detailed and informative source of information
for music educators who are interested in finding ways to understand the communicative
efforts of their students with ASD.

DeVito, D. (2010). The communicative function of behavioral responses to music: A

precursor to assessment for students with autism. In Brophy, T. S. (Ed.), The practice

of assessment in music education: frameworks, models, and designs/proceedings of the

2009 Florida Symposium on Assessment in Music Education, University of Florida. (pp.

239-251) Chicago, IL: GIA Publications.

DeVito shares information about his detailed study involving four students with ASDs. He
explores ways in which music educators can understand the behaviors of their autistic
students. DeVito summarizes the results of the study, and describes how teachers can use a
similar process to help understand the behavior of their students with ASDs. DeVito
describes how teachers can use this information to assess autistic students in their music
classrooms. This article is very detailed, informative, and provides an interesting approach
to assessing students with ASDs. Music educators, who are interested in understanding
their autistic students and assessing their musical knowledge, will find this article to be a
beneficial resource.

Dufton, D. (2008, June 13). Rhythm and blue. The Times Educational Supplement, pp

O38. Available from https://www.tesdigital.com/issueIndex

Dufton introduces a color-coding method of teaching music to students with ASDs. He

discusses the many ways in which music can help students with ASDs develop socially. He
mentions helpful teaching tips such as encouragement and working at the individual
students pace. Dufton wisely recommends using a gradual teaching method. Music
teachers who are looking for useful instructional methods for teaching music to students
with ASDs will find that this article is a helpful and easy-to-read source.

Fitzgerald, M. (2006). I send my best Matthew to school every day: Music educators

collaborating with parents: For success in music, students with disabilities need the

support that results from a strong, positive partnership teacher and parents. Music

Educators Journal, 92(4), 40-45. doi: 10.2307/3401111

Fitzgerald shares expert advice about how to build strong communication between music
educators and parents of students with special needs. First, Fitzgerald points out that
teachers should learn as much as possible about the student by consulting the students IEP
and working closely with the students case worker. Next, Fitzgerald explains how to
prepare for the first conversation with the students parent. This article should be part of
every music educators collection of teaching resources. From personal experience,
Fitzgerald shares insight about what it is like to be a parent of a student with a disability.
This information can help guide the way that teachers approach discussions with parents.

Gerrity, K. W., Hourigan, R. M., & Horton, P. W. (2013). Conditions that facilitate music

learning among students with special needs: A mixed-methods inquiry. Journal of

Research in Music Education, 61(2), 144-159. doi:10.1177/0022429413485428

This article discusses a study that determined the types of environments that support
music learning for students with special needs. The authors describe the most beneficial
teaching techniques from this study: (a) provide ample opportunities for repetition; (b)
allow students freedom for musical exploration; and (c) give students time to register and
respond to directions. They also state that students have greater learning potential when
teachers provide clear directions and expectations, implement a behavioral plan, create a
supportive environment, and eliminate distractions. Although the study included students
with different needs, eleven of the sixteen participants were autistic, so the results present
teachers with a good resource for teaching strategies to help engage their students with
ASDs.

Gonzalez, S. S. (2015). A movement and music program for children with autism.

Dance Education in Practice, 1(1), 16-22. doi: 10.1080/23734833.2015.990339

Although this article is found in a dance periodical, it is a very helpful resource for the
general music teacher who has students with ASDs in his/her classroom. Gonzalez delves
into the importance of establishing and maintaining structure and routine. She mentions
helpful teaching strategies such as the picture exchange communication system,
suggestions for setting up the classroom, and she offers specific examples of how to
incorporate communication through music and creative movement in the general music
class. It is a concise and clearly written article, which is unique because of its helpful
examples of how teach both music and movement to autistic students. The activities
described in the article seem to fit well with an elementary or beginner general music
curriculum.

Grandin, T. (2006). Perspectives on education from a person on the autism spectrum.

Educational Horizons, 84(4), 229-234. Available from http://ehm.sagepub.com

Grandin provides views of education through the lens of her experiences in the public
school system as an autistic student. She makes the point that many students with ASDs
have particular strengths that show great potential. She also mentions that individuals with
ASDs fit into three learning types: (a) visual, (b) pattern learners, and (c) word specialists.
Grandin describes music class as a critical part of the public school system because it
provides opportunities for students with ASDs to learn and excel through a hands-on
method. Grandin points out that teachers can have a profound influence on students with
ASDs, and that good teachers try several different teaching strategies. This is a valuable
resource to music educators who have students on the autism spectrum because it gives
insight to the autistic students perspective.

Grandin, T. (2014). The way I see it: A personal look at autism and Aspergers. Arlington, TX:

Future Horizons.

Grandin, a famous animal scientist and author with ASDs, shares her experiences and
research about ASDs. Although the entire book can be useful in developing a greater
understanding of ASDs, chapter two is especially helpful to educators because it focuses on
many challenges that teachers face. In this chapter, she discusses ways to find an autistic
students talents, how to help develop these strengths, and how to motivate the student to
want to learn. She shares how people with ASDs develop their understanding of new
concepts. Music educators, in particular, will find chapter three useful because it presents
information about sensory issues associated with ASDs. This is an irreplaceable source of
information about ASDs. Any educator who teaches students with ASDs should have this
book as a resource in his/her library.

Hagedorn, V. S. (2003). Communicating with inclusion students. General Music Today,

16(2), 1-5. doi: 10.1177/10483713030160020401

The author, a music teacher at an elementary school, provides readers with information
about making accommodations for including students with special needs in music classes.
In order to help students who face communication challenges such as students ASDs, she
focuses on adapting teaching approaches, educational materials, and assessment. She states
the importance of finding appropriate pacing to balance all needs in the music classroom.
Much of this article focuses on the benefits of augmentative and alternative communication
systems such as visual symbols that support verbal information. This is an interesting
article that offers music educators specific ideas for facilitating communication with their
special needs students.

Hagedorn, V. S. (2003). Musical activities using visual strategies for special-needs preschool

students. General Music Today, 16(3), 25-29. doi:10.1177/10483713030160030108

Hagedorn discusses using visually mediated communication, a method that was originally
created for students with ASDs. She describes ways in which music teachers can provide
opportunities for communication development through musical activities. She provides
suggestions for creating visual aids, and includes some examples. The author introduces
Barbara Winkler, a preschool teacher, and describes Winklers creative use of visual tools
in her classroom. This article is an informative resource that offers educators practical
ideas for creating and incorporating visual tools that assist communication with students
with special needs.

Hagedorn, V. S. (2004). Special learners: Using picture books in music class to encourage

participation of students with autism spectrum disorder. General Music Today,

17(2), 46-51. doi:10.1177/10483713040170020108

This article focuses on using picture books to help students with ASDs understand and
engage in music lessons. Hagedorn summarizes some characteristics of ASDs, offers helpful
teaching strategies, and shares the benefits of using picture books in general music classes.
Hagedorn provides a well-organized list of useful picture books that can promote learning
through movement, playing instruments, vocalizing, and reading. She includes a short
description of each book, ways to tie musical concepts to the book, and specific examples of
how to incorporate the book in a music lesson. This article is especially helpful for
elementary general music educators who have students with ASDs and visual learners in
their classes.

Hall, J. (2012). The school challenge: Combining the roles of music therapist and music

teacher. In J. Tomlinson, P. Derrington, & A. Oldfield (Eds.), Music therapy in schools:

Working with children of all ages in mainstream and special education (pp. 75-87).

Philadelphia, PA: Jessica Kingsley.

From first-hand experience, Hall presents information about combining the role of music
teacher and music therapist in a school music classroom. Hall differentiates the roles of
music teachers and music therapists and explains the benefits of combining the two roles.
She includes examples of how she applies both music therapy and music education to
specific situations, including working with a child with ASDs. This chapter is distinctive in
its discussion of music therapy, music education, and how they can work together to help
students with severe disabilities. Music teachers who work alongside music therapists, or
who have taken on both roles, will find this chapter to be very helpful and informative.

Hammel, A. M., & Hourigan, R. M. (2011). Teaching music to students with special

needs: A label-free approach. New York, NY: Oxford University Press.

Hammel and Hourigan present a valuable resource for music teachers, music education
students, and teacher educators. The authors explain collaborative teaching, learner-
centered teaching methods, and the idea that fair is not always equal treatment. Special
education legislature and policies up to 2011, helpful classroom adaptation and
modification ideas, and classroom management and motivation suggestions for music
classes with special learners are discussed. The authors provide well-researched and
effective teaching strategies for students with special needs in both the music classroom
and musical ensembles. Note that chapter 9 includes a list of excellent resources related to
special needs and education.

Hammel, A. M., & Hourigan, R. M. (2013). Teaching music to students with autism.

New York, NY: Oxford University Press.

The authors have created a relevant text based on years of teaching students with autism,
experience from working with music teachers in over 30 states, and collecting research
involving students with special needs, particularly autism. The text exhibits diagnostic
information, characteristics of autism, treatment models, and educational policies about
students with special needs. It clearly describes necessary terminology and concepts that
are important in the field of special education. It illustrates helpful teaching strategies for
autistic students through real life examples and commentary. An extensive list of valuable
resources is provided in chapter 10. This source provides a substantial amount of
information and teaching suggestions that is applicable to all music teachers, music
education students, and teacher educators.

Hourigan, R., & Hourigan, A. (2009). Teaching music to children with autism:

Understandings and perspectives. Music Educators Journal, 96(1), 40-45. doi:

10.1177/0027432109341370

The authors explain: (a) basic information about ASDs, (b) Vygotskys concept of a comfort
zone and its importance to students with ASD, and (c) how students with ASDs respond to
music. They offer several communication strategies for teaching students with ASDs,
including the use of PECS (Picture Exchange Communication System). Additionally, the
authors explain common behavioral characteristics that may cause some disruptions in the
music classroom, and they provide helpful solutions. The authors also delve into the
progression of music learning and sensory processing for students with ASDs. This
informative article offers valuable information and teaching suggestions to all music
educators. It should be a part of every music teachers reference collection.

Iseminger, S. H. (2009). Keys to success with autistic children: Structure, predictability, and

consistency are essential for students on the autism spectrum. Teaching Music,

16(6), 28-31. Retrieved from http://www.nafme.org/my-classroom/journals-

magazines/

Iseminger explains that autistic children generally prefer predictability and structure. He
describes several ways that a music teacher can help create a structured environment in
terms of the space and class routines. He also examines the benefits of using visual aids
during lessons. Additionally, Iseminger suggests incorporating a tab system, where a
student earns tabs for displaying good behavior, as part of a behavioral management
program. He recommends preparing students with autism in advance of any special events
where the routine will change. Iseminger makes an excellent point that is critical for all
teachers to keep in mind when working with students with autism: students do not exhibit
behavioral problems because they are autistic; it is because they fear the unknown. This
brief article contains excellent teaching advice. All elementary general music teachers who
have students with autism, should read this article and put Isemingers suggestions into
practice.

Jellison, J. A., & Draper, E. A. (2015). Music research in inclusive school settings: 1975-2013.

Journal of Research in Music Education, 62(4), 325-331. doi:

10.1177/00224294414554808

The authors, both qualified music professors, collected data from 22 studies of inclusive
preschool-6th grade school settings. Most of the student participants in these studies have
ASDs. The data measures social, musical, motor, focus, and academic behaviors. The
authors point out that there is a limited amount of data about teaching in inclusive music
classrooms, and that more research is needed so that music teachers can better assist
students with special needs. This source is helpful to music educators because it explains
the need for more research, hopefully inspiring more teachers to create research projects
in this area. The references provide names and authors of studies focused on inclusion.

Jimenez, S. D. (2012). An exploration of teaching music to individuals with autism spectrum

disorder (Doctoral dissertation). Available from ProQuest Dissertations & Theses

Global. (UMI No. 3680444)

Jimenez describes her qualitative study on effective ways in which music educators teach
students with ASDs. This is an interesting and enlightening resource for music educators.
Jimenez summarizes the results of the study: (a) keeping a focus on the goal of
experiencing music, (b) modifying learning expectations to match each students needs,
and (c) maintaining a positive and supportive learning environment. Included in this study
are suggestions for physical accommodations, specific teaching tips, and a discussion about
the importance of understanding students with ASDs. Jimenez focuses on the role of music
educators, and explains that this role differs from that of music therapists. Jimenez includes
a helpful chart that organizes the basic aspects and results of the study.

Lindeman, C. A. (2011). Musical children: Engaging children in musical experiences. Upper

Saddle River, NJ: Pearson Prentice Hall.

While this entire book can be used as a resource for general music educators, chapter four
is especially important because it focuses on setting up an inclusive classroom. This
chapter, entitled Reaching all children through music, describes specific suggestions for
teaching in an inclusive class setting. Lindeman explains the importance of providing
structure and using visual cues when working with students with ASDs. She also includes a
discussion of cooperative learning strategies. Section two of this book includes 30 sample
lesson plans that promote ways to be inclusive in a music classroom. This is a great
resource for general music educators at an elementary school level.

Lloyd, P. (2008). Lets all listen: Songs for group work in settings that include students with

learning difficulties and autism. Philadelphia, PA: Jessica Kingsley.

Lloyd explains different approaches and techniques for teaching music to students with
ASDs. This book includes songs that were composed or modified so that they can be used
with students who struggle with communication. The book includes a CD, written vocal
melodies with words, and both piano and guitar accompaniment options for each song.
Lloyd also includes basic lesson plans for each song, which are designed to help students
with ASDs develop their communicative and social skills. All of the songs and lesson plans
are appropriate for both inclusive and self-contained general music classrooms. This is a
practical and valuable resource for general music educators who are teaching students
with ASDs.

McCord, K. (2009). Improvisation as communication: Students with communication

disabilities and autism using call and response on instruments. Australian Journal of

Music Education, 2, 17-26. Retrieved from http://www.asme.edu.au

This article targets elementary general music teachers who have students with autism in
their classes. McCord offers ideas for better including autistic students in class activities.
She portrays how three students with communication disabilities improvise on musical
instruments in her class. She frames the improvisation so that it is in a call and response
manner, which develops both musical and communication skills. This is a very unique
source because of its focus on improvisation as a means for communication. Any general
music educator would be greatly benefited by reading the information and student stories
that are presented in this article.

McCord, K., & Watts, E. H. (2006). Collaboration and access for our children: Music

educators and special educators together. Music Educators Journal, 92(4), 26-33. doi:

10.2307/3401109

The authors discuss the process of developing IEPs and the legal requirements of inclusion.
They describe useful ways to prepare for teaching students with special needs such as
collaborating with special education teachers. This article provides examples of ways to
incorporate the principles of Universal Design for Learning (UDL) to benefit all students.
Although this article is not specific only to autism, it is helpful to music educators who are
preparing to teach students with special needs, including those with ASDs, because it
shares ideas for collaborating with special educators.

McDowell, C. (2010). An adaptation tool kit for teaching music. TEACHING Exceptional

Children Plus, 6(3). Retrieved from eric.ed.gov

The purpose of this article is to provide general music educators with ideas for teaching
adaptations when working with students with special needs. McDowell states that many
music educators have shared that they feel unprepared to instruct students with special
needs. McDowell points out that this presents a problem because the number of students
with severe disabilities is increasing. McDowell reviews some of the legislation concerning
this issue. Although this article is not geared specifically to teachers who have students
with ASDs, it is a helpful resource that provides adaptation ideas for teaching students with
many different needs. If a teacher uses good judgment based on their individual students
needs, he/she can apply many of these adaptations to teaching students with ASDs.

Meeks, J. (2015). The sounds of music: Developing a music-based curriculum for the special

education setting (Masters thesis). Retrieved from http://csusm-dspace.calstate.edu

This thesis is based on a project involving teaching music to students with ASDs and other
developmental disabilities. The author shares her research, observations, and teaching
suggestions from her practical experience creating and developing a music class for
students with special needs. She describes characteristics of students with ASDs and other
developmental disabilities. Teachers who are looking for specific information about music
intervention for students with ASDs will find pages 21-23 especially helpful. Meeks
includes helpful teaching strategies and practical lesson plans that are beneficial to
students with ASDs. She also displays an assessment rubric and guide. This is an excellent
source of information for music educators who are searching for curriculum guidance and
practical teaching suggestions for working with students with special needs.

Montgomery, J., & Martinson, A. (2006). Partnering with music therapists: A model for

addressing students musical and extramusical goals. Music Educators Journal, 92(4),

34-39. doi: 10.2307/3401110

This article points out the importance of adapting teaching methods when working with
students who have special needs. The authors examine extramusical learning, which
involves learning non-musical skills, such as fine motor skills, through participating in
musical activities. The authors also explain that it is important for music teachers to
collaborate with other members of the IEP team, including music therapists. An important
aspect of this article is the discussion of ways to start professional conversations about
including students with special needs in the music class. This article offers helpful
information that can be easily applied to working with autistic students.

Moore, P. (2015). The freedom of structure. Teaching Music, 22(4), 63. Retrieved from

http://www.nafme.org/my-classroom/journals-magazines/

Moore concisely summarizes Rhoda Bernards approaches to teaching students with ASDs.
According to Moore, Bernard greatly stresses the importance of displaying a schedule in
the classroom, and strictly following it to maintain a structured environment. Moore
reviews Bernards usage of teaching aids such as pictures, color-coding, and incorporating
movement in music lessons. This article explains that developing a relationship with
autistic students is extremely important to fostering an environment in which they can
succeed. This is a short article that would be a helpful resource to a music teacher who is
looking for introductory tips on how to best teach students with ASDs.

Ockelford, A. (2013). Music, language and autism. Philadelphia, PA: Jessica Kingsley.

Ockelford writes about how students with autism spectrum conditions (ASC) react to
different musical sounds. As a teacher himself, Ockelford provides suggestions for how to
determine the readiness of a child with ASCs to experience music, how to help each student
develop musically, and how to use music as a means to deepen communication skills. This
is a great source for teachers who are interested in learning about ASCs, the types of
questions that arise when working with students with ASCs, and how to help these
students develop both musically and linguistically.

Schaberg, Gail (Comp.). (1988). TIPS: Teaching music to special learners.

Reston, VA: Music Educators National Conference.

TIPS is a collection of a wide range of practical applications and ideas for teaching music to
students with special needs. The purpose is to provide a quick reference to give teachers
ideas for developing and altering lessons for their own specific teaching situations. This
text can be used as a foundational resource for teachers who need quick teaching
suggestions that can be easily applied and altered to fit their classroom setting, including
teaching students with autism. Although it was published in 1988, the information is
relevant to teaching students with special needs, and this text is highly valued as a resource
throughout the academic community.

Scott, S. (2014, September 18). The challenges of imitation for children with autism

spectrum disorders with implications for general music education. Update:

Applications of Research in Music Education. doi: 10.1177/8755123314548043

Scott explains that rote teaching can present difficulties when working with students with
ASDs because they often demonstrate atypical responses. She provides an overview of the
established method of rote teaching, and explains how it affects students with ASDs. Scott
describes specific ways in which students with ASDs react to imitation, and delivers
suggestions for adapting teaching methods and learning activities to meet autistic students
needs. She states that students with ASDs have been shown to communicate better with
music teachers who switch the traditional method of imitation; Instead of the teacher being
the leader, the teacher imitates the student. This can develop into a conversational game of
imitation and improvisation.

Shore, S. M. (2002). The language of music: Working with children on the autism spectrum.

Journal of Education, 183(2), 97-108. Retrieved from

http://www.bu.edu/journalofeducation/

Shore shares specific ways that music can benefit students with ASDs. He provides specific
examples of different students who he has taught, and describes the teaching process, and
includes how the students progressed. One of the examples specifically focuses on an
elementary aged student, and the teaching methods in the other examples can be applied to
the elementary level. This article interestingly points out that students with ASDs can
develop self-esteem through musical activities. It is interesting to see specific stories. This
text is a great reference option for a music educator who is looking for examples of a music
teaching setting.

Sobol, E. S. (2008). An attitude and approach for teaching music to special learners

(2nd ed.). Lanham, MD: Rowman & Littlefield Education.

Sobol created a resource for teachers to help convey an appreciation of music and success
in life to all students, no matter what challenges they may face. She is an experienced and
remarkable music educator, and has been the Music for Special Learners Chair for the New
York State School Music Association since 1993. Her book features distinctive ideas for
mediated learning experiences, musical literacy, and a color-organized teaching strategy.
While her book is not specific to autism, it includes an in-depth explanation of teaching
strategies that can be used with all special learners, including students with ASDs. Any
music educator will find that it is an exceptional source of information about this topic.

Sobol, E. S. (2011). Music learning in special education: Focus on autism and developmental

disabilities. In R. Colwell & P. R. Webster (Eds.), MENC handbook of research on

music learning: Vol. 2 (pp. 233-255). New York, NY: Oxford University Press.

Sobols chapter explores how autism fits within the framework of special education. She
defines autism, discusses the theory of cognitive modificability, and describes mediated
learning environments. Sobol also presents research that shows the importance of music
education to students with ASDs. Sobol introduces applied behavior analysis (ABA) and
different teaching methods. This source provides an insightful examination of the
emotional processing of students with ASDs. Since this chapter is geared towards music
educators, it is written in a way that supports practical application of the information and
teaching ideas for working with students with ASDs.

Valerio, W., Sy, A., Gruber, H., & Stockman, C. G. (2011). Examining music experiences with

Anthony, a child who has autism. In S. L. Burton & C. C. Taggart (Eds.), Learning from

young children (pp. 259-281). Lanham, MD: Rowman & Littlefield Education.

This chapter describes a four-year study focused on Anthony, a music student with ASDs
and his musical experiences in a curriculum based on musical play. The authors present the
common challenges faced by students with ASDs. In their study, the researchers focused
on helping Anthony maintain a calm arousal state, meaning that he is not over-stimulated
or under-stimulated by sounds. Table 16.1 portrays specific teaching techniques and
activities that successfully allowed Anthony to participate in musical activities with a calm
arousal state. This study provides interesting teaching methods that were found to be
helpful with Anthony, and can be useful to music educators who are interested in
transferring the successful teaching activities to their own music classes.

Wischmeyer, B. (2010). Learning engagement of a child with autism in an elementary

general music setting (Unpublished masters thesis). Oakland University, Rochster,

MA.

Wischmeyers thesis is based on a qualitative study in which she investigated the level of
involvement, communication, and peer interaction of James, a student with ASDs in a
general music class. Wischmeyer exhibits a detailed summary of lesson plans and
classroom activities, and shares information concerning James engagement and
communication in the class. Wischmeyer shares teaching strategies that help engage
students with ASDs in music classes. This source is particularly useful to music educators
because it shows an in depth example of many ways to work with students with ASDs.