Humphreys, Jere T.
This collection consists of articles, papers, keynote and other major speeches, reviews, and responses, mostly related to music education, but some to arts education and arts business, in some cases with reference to emerging countries. A number of these items appeared in difficult-to-access publications such as foreign journals and foreign and domestic proceedings. A few are translations of English-language articles that appeared in foreign language journals, and a few others are in English with accompanying foreign language abstracts.
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- Creators: Stevens, Robin Sydney
- Creators: Frisque, James
Compulsory education and school laws were enacted in the British colonies of North America beginning from the 1640s. Compulsory school laws were gradually enacted in all states of the United States of America between 1852 and 1918, with enforcement of the laws following gradually and but unevenly in the various states. Today, most states require attendance up to age 16. Music was gradually introduced to the elementary school curriculum from the 1830s. Today, music is mandatory for all (general) students in Grades 1-6 in most schools and in some schools in Grades 7-8, and is an elective subject in most schools in Grades 7-12. General music classes in the U.S. are similar to compulsory music classes in many other countries. Approximately 25 percent of American public secondary school students participate in elective music performing ensembles, which are a distinctive and positive feature of American music education.
This study examined mainstreaming in music via a survey of a sample of Arizona music educators. Among the respondents (n - 107), the vast majority are or have been responsible for teaching students with disabilities, although most have received little or no training in special education. Emotionally/behaviorally disordered students are perceived as the most difficult to mainstream, and physically handicapped and speech-impaired students the least difficult. Among disabled students, "learning disabled" was the category most frequently encountered.
In most schools, mainstreaming is the only music placement option, and regular music faculty members are the sold providers of music instruction for special learners. Musical ability to rarely the primary reason for mainstreaming students, few respondents have access to special education consultants or adequate time to individualize programs, and most respondents rarely or never participate in placement decisions. The respondents' goals for special learners in music center on student participation and classroom management, with little demarcation between musical and nonmusical goals or objectives. We concluded that effective mainstreaming in music, as implied by the Education for Handicapped Children Act of 1975 and recommended by the Music Educators National Conference, does not exist in Arizona.
