MUED 599—Article Summary 4

Hourigan, R. (2009). “Preservice music teachers' perceptions of fieldwork experiences in a special

needs classroom.” Journal of Research in Music Education, 57(2), 152-168.

Notes:

 Purpose of study:
o To examine a special needs fieldwork experience through the perceptions of seven
participants.
o All of the participants were a part of a long-term field experience.
o Qualitative case-study design
 Research Question
o How was this experience, assisting and teaching students with special needs in an
elementary general music context, perceived and constructed by the participants
individually and as they collaborated and interacted with one another, as indicated by
journals, semistructured interviews, case writing, and field observations?
 Data collection:
o journals
o participant interviews
o observations
o orientation session video
o Practicum class at a large state university
o Public elementary school was chosen as the main research site.
o Students were grouped in terms of there physical, cognitive, and developmental
needs.
o 1-5th grade measured
o Hourigan taught a 90 minute orientation class as preparation for the study.
o 20 minute interviews before, during, and after the study, all transcribed.
o Students were measured for prejudices and trustworthiness

 Results:
o The orientation process to fieldwork with children with disabilities, which included the
case method of teaching, was perceived as valuable
o Observation, journaling, discussion, and the relationships that emerged were
important to the participants.
o Reflective practice may have occurred in this study.
o Prior to this study, besides one student who went to a summer camp for students
who were partially/profoundly deaf, they reported having no experience with students
with special needs.
o “Well I just didn’t know about the whole individualized education thing and I just
never realized how much preparation and everything went into what exactly they do
in school” (159).
o “Aides participating in the activities, which is vital.”
o “Having patience—just because there’s a delay doesn’t mean they don’t understand. I
just have to be patient”
  Outcomes: Increased comfort working with students with special needs,
increased understanding of how students with disabilities learn, and increased
confidence with teaching students with special needs in the future.

Article Summary

Hourigan’s research was a qualitative case study that included seven participants. Four of the

participants were preservice music teachers, one was the cooperating teacher in the special needs

classroom, one was the supervising professor, and the last one was the researcher. Hourigan used a

table to list participants using pseudonyms, and their prior experience with education. Of the four

preservice teachers, only one had prior experience in a summer camp for students who were

partially/profoundly deaf. The method collection for this research included 20 minute interviews with

each participant at different points throughout the research—one at the beginning, one in the middle,

and one at the end. Hourigan recorded the interviews with audio technology and transcribed the

process.

The results that were recorded reflected a positivity and confidence towards teaching students

with special needs. Most answers from the participants included phrases such as, “I had no idea how

much time and preparation went into helping students with special needs” and, “it’s not enough to be

taught about it in class. You need to experience it or at least see what is actually going on” (166). The

students also reflected on how classroom aides joined in the activities, which was vital in the students’

participation. This is very true, as I have reflected on my own classroom. I always encourage the

paraprofessionals to join students in activities. What I have noticed is that when aides are engaged in

the music activities with my students, then the students are more willing to participate and show less

signs of behavioral disturbance and off-task behaviors. Although I teach all my students to the best of

my own capabilities, I note that staff who are disengaged, either by remaining on their cellphones or

leaving the room for extended periods of time, result in more behavioral challenges from the students.
Just as the participants noted in their own experiences, when everyone is involved then the experience

is positive and fun.

To end his point of discussion, Hourigan notes that it is important for preservice music teachers

to go out and have field experience with special needs students. I couldn’t agree more. It is one thing to

learn about the different developmental, behavioral, cognitive, and physical

disabilities/impairments/disorders, but it is crucial to actually be in a classroom for students with special

needs. Had I not been presented the opportunity to work at The Arc, I would have had no idea of the

wonders and challenges of teaching a room full of students with disabilities. I consider myself lucky to

have the experience I do with my students, but opportunities will not always present themselves to

preservice music educators. A lot of the concerns I have noted, both in research articles and in

conversation, is that students lack the resources and/or knowledge about these outside programs. If we

increase awareness, then it is more likely that preservice teachers will attend these programs to gain

more knowledge. Unfortunately, awareness of special needs programs are severely lacking in “Specials”

position training (Art, P.E., Music, Computer Lab, etc.). This has been part of the reason why I have been

collaborating with OSU and public schools with The Arc; I want to give these opportunities to music

educators and children who have not had prior experience working with students with special needs,

and I want my students to have a positive music learning experience in the process. I encourage all my

peers to seek out these opportunities, but I advocate for more training within the graduate program

regarding adaptive learning practices for students with special needs. We are required to take an ELL

course, which is equally as important, so why shouldn’t we be required to take a course for Special

Education training?