The Oxford Handbook of Special Music Education and Music Therapy

Kimberly A. McCord, Cynthia Colwell, Deborah VanderLinde (Herausgeber)

Buch | Hardcover

432 Seiten

2026
Oxford University Press Inc (Verlag)
9780197757192 (ISBN)

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School music teachers have always taught students with (dis)abilities in their classes and ensembles, and occasionally, school music therapists and teachers will collaborate. More often than not, music educators are unaware that their students are receiving music therapy. This handbook addresses this issue in both research and practice by bringing together the complementary fields of Music Therapy and Special Music Education--the latter still a relatively new field but growing in research output and interest. With a focus on school music education (early childhood through grade 12), the twenty-six chapters in this handbook offer a range of discussions by leaders in the fields of music education and music therapy on topics such as theoretical models of disability, ablism in music therapy, intercultural music learning in special education, Universal Design for Learning, music therapy for the whole school community, and more. Many chapters provide descriptions of successful programs in music therapy and special music education around the world.

Taken as a whole, The Oxford Handbook of Special Music Education and Music Therapy is a collaboration between the two fields for the benefit of children of all ages, their teachers, and their music therapists.

Kimberly A. McCord is Professor Emerita of Music Education at Illinois State University and Adjunct Professor of Music Education at Teacher's College, Columbia University. Among her books are Oxford publications Teaching the Postsecondary Music Student with Disabilities and Exceptional Pedagogy for Children with Exceptionalities: International Perspectives. She has contributed numerous articles and has served on editorial boards for research journals in jazz education, music technology and music education. She is the founder and director of Just Accessible Music (JAM), an equity-based music school in Connecticut and New York City. Cynthia Colwell is Professor and Director of Music Therapy at the University of Kansas. Among her publications are a Monograph Series published by the American Music Therapy Association, chapters for Music Therapy: An Introduction to the Profession and Engaging Musical Practices: A Sourcebook for Elementary General Music as well as numerous research papers. She has served on editorial boards in both music therapy and education and her teaching and research foci are Orff-based music therapy and inclusion in music settings. Currently, she serves as a Visiting Evaluator for the National Association of Schools of Music. Deborah VanderLinde, Ph.D. is Professor Emerita in Music Education at Oakland University. Her teaching and research focus is the application of constructivist approaches to teaching and learning across music education and special music education contexts. A qualitative researcher, Deborah has contributed several book chapters and has numerous papers published in key journals; in addition, Deborah served as co-editor with Kimberly McCord on the book Exceptional Pedagogy for Children with Exceptionalities: International Perspectives.

Acknowledgements
Contributors
School Descriptions

Introduction
Kimberly McCord, Cynthia Colwell Dunn, and Deborah VanderLinde

Chapter 1. An Evaluation of Research Methodologies for the Differently Abled: Shifting the Focus from Deficit-Based to Transformative
Amalia A. Allan

Chapter 2. Dismantling Ableism in Music Therapy for Autistic Students: Centering Autistic
Colleagues' Vision for the Future
Rebecca West & Mikhaela Ackerman

Chapter 3. Lived Disability Experience: Bridging Theory, Research, and Practice
Cynthia Bruce

Chapter 4. Using the Social Relational Model of Disability to Guide Ability-Oriented Music Education
Amanda R. Draper & Sarah J. Bartholomew

Chapter 5. Considering Theoretical Models of Disability: Practical Implications and Actions for the Music Educator
Erika J. Knapp

Chapter 6. Beyond Performing Inclusion: Lessons Learned through a Disability Studies-Centric Professional Learning Community
Jesse Rathgeber, Latasha Thomas-Durrell, David A. Stringham, Mary Miller, Emma Pilmer, Sarah Stelzer, & Grace Templeton

Chapter 7. Music Therapy Practices in Residential and Therapeutic Day Treatment Schools
CharCarol Fisher

Chapter 8. Making Social, Communicative, and Cognitive Connections that Count: Integrating Music Therapy Research and Practice to Support Development
A. Blythe LaGasse & Jaley A. Montgomery

Chapter 9. Exploring Intercultural Music Learning with Students with Vision Impairment and Intellectual Disability
Takako Haggerty

Chapter 10. Pedagogical Ideas for Teaching d/Deaf and Hearing Learners in Inclusive Music Classrooms
Katja Sutela

Chapter 11. Adapted Music Curriculum for Students with Intellectual Disabilities
Marina Wai-Yee Wong

Chapter 12. Adaptive Musical Instruments: Developing an Organological Framework to Support Disabled Instrumentalists in Mainstream Ensembles
Anthea Skinner & Aaron Corn

Chapter 13. Assessing the Ability to Relate in Inclusive Group Music Teaching
Erik Esterbauer, Shirley Salmon & Karin Schumacher

Chapter 14. Confidence Building Through Co-Teaching and Other Paired Teaching Experiences
Kimberly A. McCord & Abby Gail Means

Chapter 15. DRUM Out Bullying: A Music-Therapy-Based Socio-Ecological Approach to Address Bullying
Lori Fogus Gooding & Jessica DeKleva

Chapter 16. A Roadmap for Empathy-Based Behaviour Support in Music Education
Erin Parkes & Jeffery Sabo

Chapter 17. Supporting Music Literacy for All Learners: Modeling Modes of Representation
Elaine Bernstorf & Amanda M. Vanausdall

Chapter 18. Getting to Know You: Peer Assisted Learning Strategies for Music Settings
Ellary Draper

Chapter 19. A Student's Perspective on Choral Learning with Cochlear Implants
Lexy Connelly

Chapter 20. Music Education from the Child's Perspective
Rachel Grimsby

Chapter 21. Centering Perspectives of Disabled Children in Elementary Music Classrooms
Martina Vasil, Olivia Swedberg Yinger, Alaina Sheridan, Kailey Holmes

Chapter 22. Music Therapists as Team Collaborators in Special Schools
Bronte Arns & Grace Thompson

Chapter 23. Parent Coaching of Music Interventions for Young Autistic Children: Transforming Research and Professional Knowledge into Community Practice
Eugenia Hernandez-Ruiz

Chapter 24. Collaborative Music Making: A Model for Bringing Our Public Schools and Communities Together
Lyn E. Schraer-Joiner & Marguerite Modero

Chapter 25. Sensory Musiking: Fostering Inclusive Citizenship
Maria Varvarigou

Chapter 26. Cultivating Collaborative Partnerships in Schools
Melissa Gillespie

Index

Erscheinungsdatum	08.11.2025
Reihe/Serie	Oxford Handbooks
Zusatzinfo	18 b/w illustrations, 6 tables
Verlagsort	New York
Sprache	englisch
Maße	186 x 250 mm
Gewicht	912 g
Themenwelt	Kunst / Musik / Theater ► Musik
Themenwelt	Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik
ISBN-13	9780197757192 / 9780197757192
Zustand	Neuware