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This version of the article reflects changes made in the paperback edition [9780190674441].

Updated on 11 December 2019. The previous version of this content can be found here.
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date: 23 January 2020

Abstract and Keywords

This article focuses on the musical development of students in inclusive music settings. Five broad guidelines for inclusive music programs are discussed: inclusive programs are those where (1) students with disabilities attend regular music classrooms in their schools, and are not isolated from their peers without disabilities; (2) students with disabilities interact with their same-age, typically developing peers and participate with them in regular music classes and other age-appropriate school music activities; (3) music and music-related goals are flexible and individualized and instruction is not solely based on disability categories; (4) progress is assessed in a variety of contexts; and (5) music teachers, professionals, and parents collaborate in determining what is important for students to learn and ways to incorporate special supports and services into age-appropriate school, home, and community music activities and experiences. The ultimate goal for inclusive music programs is to develop learning environments where students both with and without disabilities participate successfully and happily in meaningful music experiences.

Keywords: music education, inclusion, inclusive music programs, musical development, students, disabilities

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