Music Educators' Perspectives and Challenges in the Inclusive Classroom

The viewpoints and tasks of music educators in inclusive classrooms guarantee that proper special education and training in the environment including music is essential (Gerrity, Hourigan, & Horton, 2013), but music educators continue Report lack of leadership support and materials, lack of time with disabled students (SWD), special education best practice training (Hammel & Hourigan, 2011). Therefore, music educators need to be trained in a comprehensive environment (Gerrity et al., 2013; Hammel & Hourigan, 2011; Hourigan, 2009).

Jull (2008) repeatedly stated that it is a big task to include students with emotional and behavioral obstacles in an inclusive classroom. The effectiveness of students learning differences in the classroom of general education requires that educators receive education and training to promote learning. Antisocial behavior often removes students from active participation with colleagues. The importance of research is important for EBD students to succeed in their classroom education. They go to school, they can not work, drop out of school, and drop out of school. Most studies have shown that students with emotional and behavioral disabilities need professional training to control their behavior. Thanks to Sawka et al. People (2002) pointed out that teachers could not teach these students in a comprehensive classroom that they did not receive sufficient training without proper intervention.

In our public schools, inclusive classrooms are becoming more common. Students with more disabilities are educated in general education classes. According to the National Education Statistics Center, the number of students with disabilities who spend most of their time on general education classes increased from 33% in 1990 to 62% in 2014. Transition from a self-contained special education classroom to an inclusive general education classroom is not an overnight process. This requires careful planning. Before the new curriculum, we need teacher training, appropriate student support, resources, staff, and meaningful personal education programs.