Oxford Handbook of Special Music Education and Music Therapy

School music teachers have always taught students with (dis)abilities in their classes and ensembles, and occasionally, school music therapists and teachers will collaborate. More often than not, music educators are unaware that their students are receiving music therapy. This handbook addresses this issue in both research and practice by bringing together the complementary fields of Music Therapy and Special Music Education--the latter still a relatively new field but growing in research output and interest. With a focus on school music education (early childhood through grade 12), the twenty-six chapters in this handbook offer a range of discussions by leaders in the fields of music education and music therapy on topics such as theoretical models of disability, ablism in music therapy, intercultural music learning in special education, Universal Design for Learning, music therapy for the whole school community, and more. Many chapters provide descriptions of successful programs in music therapy and special music education around the world. Taken as a whole, The Oxford Handbook of Special Music Education and Music Therapy is a collaboration between the two fields for the benefit of children of all ages, their teachers, and their music therapists.

Kimberly A. McCord is Professor Emerita of Music Education at Illinois State University and Adjunct Professor of Music Education at Teacher's College, Columbia University. Among her books are Oxford publications Teaching the Postsecondary Music Student with Disabilities and Exceptional Pedagogy for Children with Exceptionalities: International Perspectives. She has contributed numerous articles and has served on editorial boards for research journals in jazz education, music technology and music education. She is the founder and director of Just Accessible Music (JAM), an equity-based music school in Connecticut and New York City. Cynthia Colwell is Professor and Director of Music Therapy at the University of Kansas. Among her publications are a Monograph Series published by the American Music Therapy Association, chapters for Music Therapy: An Introduction to the Profession and Engaging Musical Practices: A Sourcebook for Elementary General Music as well as numerous research papers. She has served on editorial boards in both music therapy and education and her teaching and research foci are Orff-based music therapy and inclusion in music settings. Currently, she serves as a Visiting Evaluator for the National Association of Schools of Music. Deborah VanderLinde, Ph.D. is Professor Emerita in Music Education at Oakland University. Her teaching and research focus is the application of constructivist approaches to teaching and learning across music education and special music education contexts. A qualitative researcher, Deborah has contributed several book chapters and has numerous papers published in key journals; in addition, Deborah served as co-editor with Kimberly McCord on the book Exceptional Pedagogy for Children with Exceptionalities: International Perspectives.