- Copyright Page
- Dedication
- List of Contributors
- Legislation and Common Law Impacting Assessment Practices in Music Education
- The Impact of State Testing on American Music Classrooms
- High-Stakes Assessment in Music
- The Status of Arts Assessment in the United States
- Connecticut Common Music Assessments: Collaboratively Building Capacity and Exemplars
- The Florida Performing Fine Arts Assessment Project
- Kentucky Policies and Practices for Assessment in Music Education: Past, Present, and Future
- Washington State’s Classroom-Based Performance Assessments: Formative and Summative Design for Music Education
- The Texas Music Assessment: Grassroots Development of a Statewide Music Test
- Assessment in Music Education: A Colorado Partnership
- Measuring Student Learning in Michigan: The Michigan Arts Education Instruction and Assessment Project
- The South Carolina Arts Assessment Program
- Assessment and Critical Pedagogy: A Perspective from the United States
- Making Assessment Meaningful, Measurable, and Manageable in the Secondary Music Classroom
- Assessment Practices of American Band Directors
- Assessment Practices of American Choral Music Educators
- Assessment Practices of American Orchestra Directors
- Assessment Practices in American Elementary General Music Classrooms
- Assessing Music in Early Childhood
- Assessment in the Music Learning Theory–Based Classroom
- Assessment in the Kodály Classroom
- Assessment and Orff Schulwerk Pedagogy
- Assessment in Dalcroze Pedagogy
- Analyzing Student Data to Inform Instruction and Increase Student Growth: Assessment in American Music Classrooms
- Assessing Music Learning Through Composition
- Assessing Singing Voice Development
- Self-Assessment of Singing Accuracy
- Practical Tools and Strategies for Assessing Aural Skills
- Assessing Music Listening
- The Assessment of Adult Music Learning in the United States
- Culturally Responsive Assessment in Music Education
- Spotlight on Children and Young People with Complex Special Needs
- Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder
- Policy, Standards, and Assessment in Technology-Based Music Instruction
- Technical Issues Related to Computerized Music Performance Assessment
- Assessing Music Learning with Technology
- Assessment in Music Education: The State of the Art
- Index
Abstract and Keywords
This chapter addresses the use of evidence-based practices (EBPs) by special education practitioners in instruction and assessment while providing music educators guidance toward implementing these practices in instruction and assessment for students with autism spectrum disorder (ASD) within universal design for learning (UDL) inclusive classrooms. Included are behavioral characteristics of students with ASD that music educators need be cognizant of in inclusive settings; federal education laws and policies that have provided students with disabilities rights to a quality education; and selected special education EBP and accommodations deemed as viable interventions for teaching and assessing PreK-12 standards-based music curriculum for students with ASD. Music educators may determine the PreK-12 music assessments aligned to appropriate EBP and accommodations for students with ASD are beneficial resources when designing and implementing curriculum, instruction, and assessment linked to the 2014 National Core Arts (Music) Standards (NCAS) with supporting Model Cornerstone Assessments (MCAs).
Keywords: autism spectrum disorder, evidence-based practice, special education, music education, assessment, universal design for learning, National Core Arts (Music) Standards, Model Cornerstone Assessment
Robyn K. Swanson, Distinguished Professor of Music Education, Western Kentucky University
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- Copyright Page
- Dedication
- List of Contributors
- Legislation and Common Law Impacting Assessment Practices in Music Education
- The Impact of State Testing on American Music Classrooms
- High-Stakes Assessment in Music
- The Status of Arts Assessment in the United States
- Connecticut Common Music Assessments: Collaboratively Building Capacity and Exemplars
- The Florida Performing Fine Arts Assessment Project
- Kentucky Policies and Practices for Assessment in Music Education: Past, Present, and Future
- Washington State’s Classroom-Based Performance Assessments: Formative and Summative Design for Music Education
- The Texas Music Assessment: Grassroots Development of a Statewide Music Test
- Assessment in Music Education: A Colorado Partnership
- Measuring Student Learning in Michigan: The Michigan Arts Education Instruction and Assessment Project
- The South Carolina Arts Assessment Program
- Assessment and Critical Pedagogy: A Perspective from the United States
- Making Assessment Meaningful, Measurable, and Manageable in the Secondary Music Classroom
- Assessment Practices of American Band Directors
- Assessment Practices of American Choral Music Educators
- Assessment Practices of American Orchestra Directors
- Assessment Practices in American Elementary General Music Classrooms
- Assessing Music in Early Childhood
- Assessment in the Music Learning Theory–Based Classroom
- Assessment in the Kodály Classroom
- Assessment and Orff Schulwerk Pedagogy
- Assessment in Dalcroze Pedagogy
- Analyzing Student Data to Inform Instruction and Increase Student Growth: Assessment in American Music Classrooms
- Assessing Music Learning Through Composition
- Assessing Singing Voice Development
- Self-Assessment of Singing Accuracy
- Practical Tools and Strategies for Assessing Aural Skills
- Assessing Music Listening
- The Assessment of Adult Music Learning in the United States
- Culturally Responsive Assessment in Music Education
- Spotlight on Children and Young People with Complex Special Needs
- Evidence-Based Practices for Music Instruction and Assessment for PreK–12 Students with Autism Spectrum Disorder
- Policy, Standards, and Assessment in Technology-Based Music Instruction
- Technical Issues Related to Computerized Music Performance Assessment
- Assessing Music Learning with Technology
- Assessment in Music Education: The State of the Art
- Index
