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The Student with Complex Education Needs: Assistive and Augmentative Information and Communication Technology in a Ten-Week Music Program
Abstract
Categories of potential research questions concerning trends and issues affecting the education of students with complex educational needs are numerous. For example, it seems that whether one studies musicians and their music, the processes of music, the performer, the composer, or the teacher-researcher, music is often observed as implicated in and determinants of the ways individuals are able to be intelligent. The chapter reports the findings of a research project during which a ten-week music program was developed and implemented in a public special education setting in metropolitan Melbourne, Australia (Farrell, 2007). The program featured the application of information and computer technology and assistive peripherals for a defined classroom grouping of students with complex educational needs that embedded notions of differentiated instruction. Like special education settings and classroom groupings of students with complex educational needs are observed within and across education systems of many sovereign states. However, from an Australian perspective, findings and conclusions suggest future directions in the application of assistive and augmentative information and communication technology for students with complex educational needs.
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