Teaching music to students with special needs: A phenomenological examination of participants in a fieldwork experience.

Abstract

The purpose of this study was to examine the perceptions of participants regarding teaching music to students with special needs as part of a fieldwork experience. Participants included four preservice music teachers, a music teacher educator, and an inservice music teacher. All of the participants were a part of a long-term field experience. Five self-contained special education classes at a public elementary school served as the fieldwork site for this study. Research questions included: (a) What were the perceptions of the preservice music teachers as to the value of the orientation class in preparation for fieldwork? (b) What were the perceptions of preservice music teachers of their experience as one-on-one teaching assistants during their fieldwork experience in elementary general music classes for students with special needs? (c) What were the perceptions of preservice music teachers of their experience assisting and teaching students with special needs during their fieldwork experience in elementary general music classes for students with special needs? (d) How did the participants respond to the assigned writing activities that were utilized to promote reflective thinking? (e) What were the teacher educator's perceptions about a special needs fieldwork placement for preservice music educators? (f) What were the advantages and disadvantages of this collaboration articulated by the inservice cooperating teacher? A particularistic case study design (Merriam, 1998) was used in this investigation. Data included preservice teacher journals and student-written cases, a researcher journal, participant interviews, observations and an orientation session video. Findings suggested: (a) The orientation process to fieldwork with children with disabilities, which included the case method of teaching, was perceived as valuable; (b) Observations occurred on multiple levels; (c) Observation, journaling, discussion, and the relationships that emerged were important to the participants; (d) Reflective practice may have occurred in this study. Document includes stories of the participants, a model of the perceived stages of observation, suggestions for future research, and further pedagogical practice are also included.