TEACHING STUDENTS WITH VISUAL

IMPAIRMENTS IN A MUSIC CLASS

Brittany Siler
MUED380
Fall 2017

I O N A L E
R A T through the eyes (Robb, 2003 ).

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Teach music under
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aired
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ARTICLE SUMMARIES
Antovi, M., Bennett, A., & Turner, M. (2013)--Addresses the perceptual basis for
developing abstract concepts by investigating if there are any differences in the way
sighted and blind 10-year-olds conceptualize some musical relations. No significant
differences were found.
Darrow, A. (1999)--Music educators were surveyed on their perceptions regarding full
inclusion in the classroom. Criticial issues arose, such as needing more information about
the student and disability and the need to collaborate with special educators. Most
educators felt inclusion had a positive impact on students with and without disabilities.
Goldstein, D. (2000)--Article about teaching college-bound music students with visual
impairments. Includes many different resources and descriptions of beneficial music
technology.
Kelly, S. M., & Smith, D. W. (2011)--Synthesis and examination of research on assistive
technology that is used by individuals with visual impairments. Only 2 out of 256 studies
provided promising evidence-based practices, the rest did not provide proven scientific
impact.
Lumbreras, M., & Snchez, J. (1999)--Study on hyper stories for blind children. A 3D
interactive software called AudioDoom was developed and presented to children in order
to test cognitive tasks such as spatial awareness through aural-based environments.
Mccord, K., & Watts, E. H. (2006)--This article discusses the benefits of music educators
and special educators working together to help students with unique needs. It also "AS A MUSIC TEACHER, YOU ARE PART OF THE MOVEMENT
discusses how to prepare for students with disabilities and gives resources on working TO MAKE MUSIC AVAILABLE TO ALL STUDENTS, AND

STUDENTS WITH VISUAL

with special learners.
Mcelligott, J., & Leeuwen, L. V. (2004)--This article addresses design issues for the
sensory impaired regarding toys and computer games. Several activities and games were
mentioned that were based on students abilities rather than disabilities.
Robb, S. L. (2003)--This study compared attentive behavior during music and play-based
IMPAIRMENTS ARE NO
group instructional sessions. Blind students were much more attentive during the music
based instructional session. EXCEPTION"
Siligo, W. R. (2005)--Article on helping students with serious visual impairments because
(Siligo, 2005)
valuable members of the ensemble. Several adaptations are mentioned, such as Braille
music, recording and notation software, and raised staffs.
Trief, E. (2007)--This article discusses the use of tangible cues for children with multiple
disabilities and visual blindness. Most students responded well and remembered the cues
relatively well--the more meaningful the symbol was, the more likely they were able to
remember it.