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Research Topic
Introduction / Rationale
❖ The premise of this research is to consider how music might be used to enhance the learning
experience while also achieving maximal academic retention for special education students.
❖ Under the Individuals with Disabilities Act, a child attending public schools in Virginia can
be identified throughout a range of fourteen diagnosed disorders (Eisenburg, 2017).
Literature Review
❖ As of 2017, 13% of the public school students in Virginia have some form of a diagnosed
disability (Eisenburg, 2017).
❖ Per the Virginia Department of Education, there are currently over 3,000 students receiving
special education services. Within those students, over 1,300 have been diagnosed with
Autism (Eisenburg, 2017).
❖ By activating the left side of the brain dealing with language and logic acquisition, music also
increases sensory learning abilities. No research has been identified specifically regarding
intellectual disabilities and the effect of music on student behavior (Vaiouli & Friesen, 2016).
Research Design
❖ The first week of the study will be the control week where the class will operate as usual
without the music intervention. The following week, the music intervention will take place.
❖ The music will start at 8am in the morning and stop at 9:30am, therefore totaling 90 minutes
worth of music intervention per day.
❖ Data will be collected via the behavior monitoring system in place within the classroom
called Zones of Regulation.
❖ There are four colors associated with the Zones of Regulation (Green/Yellow/Blue/Red).
❖ Data from the Zones of Regulation system will be analyzed by tracking the movement of
each color for each student.
References
Constantin, F. A. (2015). Emotional Effects of Music Therapy on Children with Special Needs.
Journal Plus Education /Educatia Plus, 12A,178–183. Retrieved from
https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=110440433&site=ehost-live
Special Education Student Services. (2017). Special Education in Virginia: The Basics.
Richmond, VA: Virginia Department of Education.
Vaiouli, P., & Friesen, A. (2016). The Magic of Music: Engaging Young Children With Autism
Spectrum Disorders in Early Literacy Activities With Their Peers. Childhood Education, 92(2),
126–133. https://doi.org/10.1080/00094056.2016.1150745.