Educators and therapists must unify and formulate new strategies to address the academic and social needs of a newly emerging at risk demographic, "the forgotten middle." Currently, a paradigm shift within educative music therapy, human development study, and educational psychology, suggests that curriculums need to integrate alternative methods into their framework, change the definition of at-risk, and recognize math aptitude and social competency as predictors of a student's ability to gain upward mobility and self-sufficiency.
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- Partial requirement for: M.M., Arizona State University, 2010Note typethesis
- Includes bibliographical references (p. 114-132)Note typebibliography
- Field of study: Music therapy