Abstract
There has been a paradigm shift in the field of string instrument instruction and working with students with disabilities over the past 25 years. The previously reported lack of educational preparation for teachers in including students with disabilities in string classrooms and ensembles seems to have been improved upon through teacher training programs, in-service conferences, clinics, and videos. Furthermore, on a closer—illustrated—look, teaching strategies used in early stages of string instruction easily transfer to working with students with disabilities. The increase in interest, participation, and success of students with disabilities in the strings classroom has clarified the need for a body of empirical research in this area.
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