ABSTRACT
Music educators are asked to teach many different students. In our pluralistic society, the likelihood that all music teachers will work with a student with a disability, one labeled as “at-risk,” or a member of any other marginalized group is not simply possible but rather likely. Students represent a diversity of learning challenges ranging from more obvious characteristics such as physical disabilities or intellectual disabilities to more mild challenges such as limited English proficiency.
It is the professional educator’s responsibility to ensure that all students are able to receive an education in a safe environment that includes equality, civility, tolerance, and acceptance. These are the characteristics of an inclusive classroom, and for music educators this means providing an inclusive environment for general music, performance ensembles, and special music classes. Chapter 6 will explore the responsibilities and information concerning how to better provide a quality education for all students within an inclusive music class.
