Eliminating Barriers in Music

A review of research on assistive technologies in music teaching

Bailey Furrow—MUED 371
Research Process
My process for researching this topic
simply involved using JMU-provided
databases and combining various
terms together, such as “music edu-
cation AND assistive technology.”
References
Baker, B., Fomukong-Boden, A. & Edwards, S. (2019)
‘Don’t follow them, look at me!’: Contemplating a
haptic digital prototype to bridge the conductor and
visually impaired performer, Music Education Re-
search, 21(3), 295-314
Fulford, R., Ginsborg, J., & Goldbart, J. (2011). Learn-
ing not to listen: The experiences of musicians with
hearing impairments. Music Education Research, 13
(4), 447–464.
Hsiao, F., & Gfeller, K. (2012). Music perception of
cochlear implant recipients with implications for
music instruction: A review of the literature. Up-
date: Applications of Research in Music Education,
30(2), 5–10.
Nabb, D. and Balcetis, E. (2010) “Access to Music Edu-
cation: Nebraska Band Directors’ Experiences and
Attitudes Regarding Students with Physical Disabil-
ities.” Journal of Research in Music Education 57 (4):
308–19.
Rush, T. W. (2015). Incorporating assistive technology
for students with visual impairments into the music
classroom. Music Educators Journal, 102(2), 78–83.
VanWeelden, K. (2011). Accommodating the special
learner in secondary general music classes. General
Music Today, 24(3), 39–41.
Purpose & Question
Engaging in musicking is one of the most important activities that an individual can participate in throughout their life, especially
with regards to academic learning, as it can improve students learning in other areas by increasing executive function abilities. The act
of musicking can tell a lot about one’s self: playing a musical instrument or singing can make one more sensitive to their physiology,
listening to music can help one understand their emotions, and the art of learning music can give one a better mentality. It is for these
reasons that musicking should be for everyone, no matter what past or abilities that the person has. While it would be great for every-
one to have the same opportunity to experience music in their own way, there are barriers that exist. Physical barriers, such as vision
and hearing impairments, can greatly hinder a student’s ability to experience music if no assistance is provided. This issue spreads be-
yond the impairments themselves; in fact, the biggest issue is in awareness. Only 55% of music teachers (in the state of Nebraska) are
aware that there is at least one student in their school with a physical disability, (Nabb, 2010). This should be at least 90%, but the
awareness is not there.
The primary purpose of this study is to answer the following question:
What are the benefits and types of Assistive Technologies (AT) that can be used in the classroom to enhance the experiences of begin-
ning instrumentalist?
Themes
Theme 1—Knowledge of Physical Impairments: This asks the question: “How much do educators know about these
impairments?” According to research, not much; only 55% of band teachers in the state of Nebraska are aware that at least one
student with physical disabilities (Nabb, 2010). Additionally, these students may have their own technologies or compensation
strategies, such as relying on visual or haptic cues for otherwise auditory ideas, (Fulford 2011).
Theme 2—Technologies and Strategies of Auditory Impairments: Reviews the numerous technologies and strategies for
students with auditory impairments. Examples of strategies include intense preparation, memorizing music, social support, lip
reading, and muscle memory, (Fulford, 2011) as well as various visual cues, like written words, icons, and color coding, (VanWeelden,
2011). The primary example of an assistive technology for the hearing impaired is vibrotactile feedback, which includes devices like a
mechanical metronome, (Fulford, 2011). For students with cochlear implants, knowing the larger effects they have on pitch and the
minute effects they have on rhythm can be helpful in developing strategies for coping, (Hsiao, 2012).
Theme 3—Technologies and Strategies for Visual Impairments: Covers strategies and technologies for students with visual
impairments. Strategies including using different visual cues, like color coding and use of icons, peer mentoring, and echoing
concepts all can help students with visual impairments, (VanWeelden, 2011). Technologies for assisting students with visual
impairments include a haptic conductor-to-student prototype, (Baker, 2019), braille technologies, text-to-speech, and Lime, a music
notation program compatible with braille embossers, (Rush, 2015).
Theme 4—Technologies and Strategies for Other Physical Impairments: While this research focused mostly on vision and
hearing impairments, there were different strategies and technologies that appeared for other physical impairments. A one-handed
flute, (Nabb, 2010), mallets with Velcro, and doorstops as guitar picks, (VanWeelden) are examples of possible assistive technologies
for those with other physical disabilities.

Suggestions for Practice Suggestions for Future Research

Get to know your students: The better you know your students, the better you
can format your teaching to accommodate their needs and wants.
Learn how physical impairments affect your students: Knowing more about
what impairs your students from doing their best in class will help you create more
strategies to assist them.
Communicate with your school’s SPED teachers/specialists: Bridging the gap
between music educators and special educators/specialists will go a long way to
helping students with physical impairments. These educators will be able to pro-
vide insights that would be difficult to come by on your own.
More technologies for visual impairments: Beyond specialty braille equipment and basic accessibility
software, there is little research on technology to assist students with visual impairments. The haptic con-
ductor prototype is from this year, so more research is needed to improve this area, (Baker, 2019).
More strategies for students with cochlear implants: While there is research in how cochlear implants
affect music-making, more work needs to be conducted in this area in order to know how to accommodate
for weakness in pitch.
Background attributed to WowPatterns.com