Differentiated Instruction in the Music Classroom: A Case Study of Three Children With Communication Impairment.

Differentiated Instruction in the Music Classroom: A Case Study of Three Children With Communication Impairment.

Increasingly in classrooms, there are more academically diverse students with different learning needs, including children with disabilities (Tomlinson, 2005). This multiple case study examined the experiences of three fourth-grade children with communication impairment (CI) in their weekly music classes to gain an understanding of their musical engagement and ability to improve their music literacy while participating in differentiated activities. Classes focused on music literacy, sight-singing, reading notes and rhythms from the staff, and composing. These concepts were presented through multiple activities including homogeneous and heterogeneous small groupings geared toward the many different learning styles of the students in the music class. Data from teacher interviews, personal observations, student interviews, student portfolios, and 22 video-taped music classes were collected and cross-case analyzed to find similarities and differences in the preferred learning styles and engagement of the three students with CI. The results of this study demonstrate that though all three students had the same classification of communication impairment, they were also diverse learners and therefore preferred different modes and achieved distinct levels of learning. They all made musical progress in musical literacy though at varied levels. Presenting differentiated activities based on interest or ability permitted the three students in this case study multiple occasions to engage in the learning styles and learning levels most appropriate for them and gave them power to choose activities that kept them interested and engaged. The further use of differentiated assessments allowed these same students to demonstrate their knowledge and comprehension of music in a variety of ways. It is important that educators remember that all students can benefit from differentiated instruction and students who are classified as CI have the same diversity of learning styles and preferences as their non-disabled peers.

Schmetterer, M. Nina

Westminster Choir College of Rider University, Music Education Department

Perry, Sarah

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