Abstract
It can be challenging to know which accommodations for special learners can be used within the various secondary general music class settings. Fortunately, there have been several recent music education and therapy articles based on special education practices that have addressed techniques for working with students with special needs in music. These articles recommend using specific educational supports (e.g., written words, icons, color coding, other visual aids, assistive and supportive technology, echoing, and peer mentoring) to help create successful learning experiences for all students. A synthesis of these educational supports and how they may transfer to secondary general music classes are defined and discussed.
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