On-Task Participation of Typical Students close to and away from Classmates with Disabilities in an Elementary Music Classroom

Bibliographic Data

ID10201612
AuthorsJudith A Jellison (The University of Texas at Austin, corresponding author)
Year2002
Volume50
Issue4
Pages343-355
Publication date2002-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Research in Music Education (JOURNAL)
Journal identifiersISSN: 0022-4294 • E-ISSN: 1945-0095
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.2307/3345360
OpenAlexW1967275393
LanguageEN
Citations received2
References cited28

The purpose of this case study was to assess on-task participation by individual typical students in an inclusive elementary music classroom when students were close to and away from classmates with disabilities. Ten typical fourth-grade children in an inclusive music class of 24 students, two of whom had disabilities, were selected for observation. No specific instructions were given to students regarding interactions with peers with disabilities. Computerized software was used to record on-task and off task behaviors. Findings show differences among typical students related to the two classmates with disabilities and in different locations. Results discussed include individual differences among typical students, location and the academic success of students with and without disabilities, and the importance of teaching typical children when and how to interact with their classmates with disabilities

Class (philosophy · Cognition · Cognitive disabilities · Developmental psychology · Inclusion (mineral · Learning disability · Mathematics education · Music education · Pedagogy · Special education · Task (project management · Children's Physical and Motor Development · Collaborative Teaching and Inclusion · Computer Science · Inclusion and Disability in Education and Sport · Psychology · Social Psychology

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