"Anything Is Better than Nothing!" Inservice Teacher Preparation for Teaching Students with Disabilities

Autor/in	Grimsby, Rachel
Titel	"Anything Is Better than Nothing!" Inservice Teacher Preparation for Teaching Students with Disabilities
Quelle	In: Journal of Music Teacher Education, 29 (2020) 3, S.77-90 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grimsby, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/1057083719893116
Schlagwörter	Inservice Teacher Education; Students with Disabilities; Elementary School Teachers; Music Teachers; Teacher Attitudes; Teacher Student Relationship; Assistive Technology; Public Schools; Paraprofessional School Personnel; Special Education Teachers; Interprofessional Relationship; Educational Needs + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Music; Musiklehrer; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Public school; Öffentliche Schule; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Educational need; Bildungsbedarf
Abstract	The purpose of this instrumental case study was to examine three elementary music teacher's perceptions of preparation to work with students with disabilities. Research questions included the following: How do elementary general music teachers define preparedness for working with students with disabilities? What challenges do elementary general music teachers face in their work with students with disabilities? What resources do general music teachers identify as helpful? Based on major themes that emerged from the analysis, I concluded general music teachers need more preservice preparation and ongoing professional development focused on students with disabilities, more time to collaborate with special education professionals, more consistent communications and recommendations about how to work with students who have disabilities, and access to assistive technologies. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01