Diversity and Inclusion

Major reforms in educational policies have deeply affected the lives of children who struggle academically and socially in school, and have likewise affected the roles of teachers in public education. Contemporary music classrooms include a beautiful mosaic of individual children from diverse backgrounds, children who vary considerably in their capabilities, interests, and levels of motivation, and who present a variety of challenges much greater than what teachers may have encountered as recently as a generation ago.

Much of what we understand about learning and teaching applies to children across the spectra of abilities and across grade levels and music settings (general music, band, choir, and orchestra). The principal features of learning experiences that effectively prepare children for meaningful musical lives beyond school are universal in the sense that they engage diverse groups of children in common experiences, experiences that are valued by their teachers, their parents, and the children themselves.

The unnecessary separation of students from one another limits opportunities for music achievement, positive peer interactions, and the development of self-determination. A universal approach to instruction, which serves as a guiding principle of our research, is one in which teachers recognize the individual needs of students and design learning environments where all students participate in the same activities, experience personal success, and contribute to the success of their classmates. When a culture of inclusion is fostered, students develop musically, develop a sense of belonging, and feel good about their accomplishments and those of the children who share their experiences.

—from Jellison (2015) Including Everyone

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Taylor, D. M., & Raadt, J. S. (2021). Gay- and straight-sounding auditory cues elicit stereotyping about teaching effectiveness. Journal of Research in Music Education. 69(1), 62–84. (pdf)

Hicken, L., Hulse, E., Jellison, J. (2021). Working Together: Para and Peer Support in the Music Classrooms. The Orff Echo, 52(2), 32-36.

Jellison, J. A. (2020). How can all people continue to be involved in meaningful music participation? In C. K. Madsen (Ed.), Vision 2020: The Housewright symposium on the future of music education (pp. 103-128).  Lanham, MD: Rowman & Littlefield. (Original book published 2000).

Taylor, D. M., Talbot, B. C., Holmes, E. J., & Petrie, T.  (2020). Experiences of LGBTQ+ students in music education programs across Texas.  Journal of Music Teacher Education, 30(1), 11-23. (pdf)

Draper, E. A., Brown, L. S., & Jellison, J. A. (2019). Peer-interaction strategies: Fostering positive experiences for students with severe disabilities in inclusive music class. UPDATE: Applications of Research in Music Education, 37, 28-35. (pdf)

Jellison, J. A. (2018). Inclusive music classrooms and programs.  In G. E. McPherson & G. F. Welch (Eds.). Special Needs, Community Music, and Adult Learning, Oxford Handbook of Music Education, 1st ed., Vol. 4, (pp. 63-77). NY: Oxford University Press.

Taylor, D. M.  (2018). Research to resource:  Dignity for all:  LGBTQ students and empathic teaching.  UPDATE: Applications of Research in Music Education, 36(3) 55-58(pdf)

Brown, L. D., Benigno, J., & Geist, K.  (2018).  Come together: Music therapy and speech-language pathology students’ perspectives on collaboration during an inclusive camp for children with ASD. Music Therapy Perspectives, 36(1), 17-25. (pdf)

Brown, L. S. (2017). The influence of music on facial emotion recognition in children with autism and typically developing children. Journal of Music Therapy, 54(1), 55-79(pdf)

Draper, E. A. (2017). Observations of children with disabilities in four elementary music classrooms. UPDATE: Applications of Research in Music Education, 36(1), 12-19(pdf)

Jellison, J. A., Draper, E. A., & Brown, L. S. (2017). Learning together: The instinct to do good and peer-assisted strategies that work. Music Educators Journal, 104, 15-22(pdf)

Jellison, J. A.  (2015). Inclusive music classrooms: A universal approach. In G. A. McPherson (Ed.), The child as musician: A handbook of musical development (2nd ed.), pp. 361-372. New York, London:  Oxford University Press.

Jellison, J. A., Brown, L. S., & Draper, E. A.  (2015). Peer assisted learning and interactions in inclusive music classrooms: Benefits, research, and applications. General Music Today, 1-5. (pdf)

Jellison, J. A. & Draper, E. A.  (2015).  Research in inclusive school settings: 1975-2013. Journal of Research in Music Education, 62, 325-331. (pdf)

Fitzpatrick, K., Henninger, J., & Taylor, D. (2014). Access and retention of marginalized populations within music education degree programs. Journal of Research in Music Education, 62, 105–127. (pdf)

Brown, L. S & Jellison, J. A.  (2012).  Music research with children and youth with disabilities and typically developing peers, Journal of Music Therapy, 49, 335-364. (pdf)

Taylor, D. (2011). Bullying: What can music teachers do? Music Educators Journal, 98(1), 41–44. (pdf)

Jellison, J. A. & Taylor, D. M.  (2007). Attitudes toward inclusion and students with disabilities:  A review of three decades of music research. Bulletin of the Council for Research in Music Education, 172, 9-23. (pdf)

Scott, L. A., Jellison, J. A., Chappell, E. W. & Standridge, A. A. (2007) Talking with teachers about inclusion:  Perceptions, opinions, and experiences. Journal of Music Therapy, 54(1), 38-56. (pdf)

Taylor, D. (2006). Refining learned repertoire for percussion instruments in an elementary setting. Journal of Research in Music Education, 54(3), 231–243. (pdf)

Jellison, J. A.  (2004).  “It’s about time” Journal of Research in Music Education, 52, 191-205. (Publication of senior researcher acceptance speech to the MENC Society for Research in Music Education, Biennial Conference, MENC—The National Association for Music Education, Minneapolis, April 2004). (pdf)

Jellison, J. A. (2002). On-task participation of typical students close to and away from classmates with disabilities in an elementary music classroom. Journal of Research in Music Education, 32, 228-247. (pdf)

Jellison, J. A. (2000). A content analysis of music research with children and youth with disabilities (1975-1999):  Applications in special education.  In American Music Therapy Association (Ed.), Effectiveness of music therapy procedures: Documentation of research and clinical practice (3rd ed. pp. 199-264). Silver Springs, MD: The American Music Therapy Association.

Jellison, J. A., & Gainer, E. W.  (1995). Into the mainstream: A case-study of a child’s participation in music education and music therapy, Journal of Music Therapy, 32, 228-247. (pdf)

Jellison, J. A., & Duke, R. A. (1994). The mental retardation label and music teachers' and prospective teachers' expectations for children's social and music behaviors, Journal of Music Therapy, 31, 166-185.

Jellison, J. A., & Flowers, P. J. (1991).  Talking about music: Interviews with disabled and nondisabled children. Journal of Research in Music Education, 39, 322-333. (pdf)

Jellison, J. A. (1985). An investigation of the factor structure of a scale for the measurement of children's attitudes toward handicapped peers within music environments. Journal of Research in Music Education, 33, 167-171. (pdf)

Jellison, J. A., Brooks, B. H., & Huck, A. M. (1984). Structuring small groups and music reinforcement to facilitate positive interactions and acceptance of severely handicapped students in the regular music classroom.  Journal of Research in Music Education, 32, 243-264. (pdf)

Jellison, J. A. (1979). The music therapist in the educational setting: Developing and implementing curriculum for the handicapped.  Journal of Music Therapy, 16, 128-137.