Gary E. McPherson studied music education at the Sydney Conservatorium of Music, before completing a master of music education at Indiana University, a doctorate of philosophy at the University of Sydney, and a Licentiate and Fellowship in trumpet performance through Trinity College, London. He is the Ormond Professor and Director of the Melbourne Conservatorium of Music at the University of Melbourne, and has served as National President of the Australian Society for Music Education and President of the International Society for Music Education. His research interests are broad and his approach interdisciplinary. His most important research examines the acquisition and development of musical competence, and motivation to engage and participate in music from novice to expert levels. With a particular interest in the acquisition of visual, aural and creative performance skills he has attempted to understand more precisely how music students become sufficiently motivated and self-regulated.Graham F. Welch holds the University College London (UCL) Institute of Education Established Chair of Music Education. He is elected Chair of the internationally based Society for Education, Music and Psychology Research (SEMPRE), a former President of the International Society for Music Education (ISME), and past co-chair of the Research Commission of ISME. Current Visiting Professorships include the Universities of Queensland (Australia), Guildhall School of Music and Drama, and Liverpool (UK). He is an ex-member of the UK Arts and Humanities Research Council's (AHRC) Review College for music and has been a specialist consultant for Government departments and agencies in the UK, Italy, Sweden, USA, Ukraine, UAE, South Africa and Argentina. Publications number over three hundred and fifty and embrace musical development and music education, teacher education, the psychology of music, singing and voice science, and music in special education and disability.

• Part 1 Special Abilities, Special Needs Part Editor: Adam OckelfordChapter 1. Commentary: Special Abilities, Special Needs Adam OckelfordChapter 2. Mapping Musical Development in Learners with the Most Complex Needs: The Sounds of Intent Project Adam Ockelford and Graham F. WelchChapter 3. Exceptional Musical Abilities: Musical ProdigiesGary E. McPherson and Andreas C. LehmannChapter 4. A Fresh Look at Music Therapy in Special Education Katrina McFerran and Cochavit ElefantChapter 5. Inclusive Music Classrooms and Programs Judith A. JellisonChapter 6. Preparing for the Future: Music Students with Special Education Needs in School and Community Life Alice-Ann Darrow and Mary S. Adamek Part 2 Music in the Community Part Editor: David J. ElliottChapter 7. Commentary: Music in the Community David J. ElliottChapter 8. The Community within Community Music Lee HigginsChapter 9. Community Music and Social Capital Patrick M. Jones and Thomas W. LangstonChapter 10. Community Music Therapy Kenneth S. AigenChapter 11. Community Music and Social Justice: Reclaiming Love Marissa SilvermanChapter 12. Sonic Hospitality: Migration, Community, and Music Helen PhelanChapter 13. At-Risk Youth: Music-Making as a Means to Promote Positive Relationships Mary L. Cohen, Laya H. Silber, Andrea Sangiorgio, and Valentina IadelucaChapter 14. Fast Forward: Emerging Trends in Community Music Kari K. Veblen and Janice L. WaldronPart 3 Adult Learning in a Lifespan ContextPart Editors: David E. Myers and Chelcy L. BowlesChapter 15. Commentary: Adult learning in a Lifespan Context David E. MyersChapter 16. Elders and Music: Empowering Learning, Valuing Life Experience, and Considering the Needs of Aging Adult Learners William M. Dabback and David S. SmithChapter 17. Adult Music Learning in Formal, Nonformal, and Informal Contexts Kari K. VeblenChapter 18. Music Teacher Education: Crossing Generational Borders Jody L. Kerchner and Carlos R. AbrilChapter 19. The Role of Higher Education in Fostering Musically Engaged Adults Chelcy L. Bowles and Janet L. JensenChapter 20. Lifelong Learning for Professional Musicians Rineke SmildeChapter 21. An International Perspective on Music Education for Adults John Drummond

Gary E. McPherson studied music education at the Sydney Conservatorium of Music, before completing a master of music education at Indiana University, a doctorate of philosophy at the University of Sydney, and a Licentiate and Fellowship in trumpet performance through Trinity College, London. He is the Ormond Professor and Director of the Melbourne Conservatorium of Music at the University of Melbourne, and has served as National President of the Australian Society for Music Education and President of the International Society for Music Education. His research interests are broad and his approach interdisciplinary. His most important research examines the acquisition and development of musical competence, and motivation to engage and participate in music from novice to expert levels. With a particular interest in the acquisition of visual, aural and creative performance skills he has attempted to understand more precisely how music students become sufficiently motivated and self-regulated.Graham F. Welch holds the University College London (UCL) Institute of Education Established Chair of Music Education. He is elected Chair of the internationally based Society for Education, Music and Psychology Research (SEMPRE), a former President of the International Society for Music Education (ISME), and past co-chair of the Research Commission of ISME. Current Visiting Professorships include the Universities of Queensland (Australia), Guildhall School of Music and Drama, and Liverpool (UK). He is an ex-member of the UK Arts and Humanities Research Council's (AHRC) Review College for music and has been a specialist consultant for Government departments and agencies in the UK, Italy, Sweden, USA, Ukraine, UAE, South Africa and Argentina. Publications number over three hundred and fifty and embrace musical development and music education, teacher education, the psychology of music, singing and voice science, and music in special education and disability.

• Part 1 Special Abilities, Special Needs Part Editor: Adam OckelfordChapter 1. Commentary: Special Abilities, Special Needs Adam OckelfordChapter 2. Mapping Musical Development in Learners with the Most Complex Needs: The Sounds of Intent Project Adam Ockelford and Graham F. WelchChapter 3. Exceptional Musical Abilities: Musical ProdigiesGary E. McPherson and Andreas C. LehmannChapter 4. A Fresh Look at Music Therapy in Special Education Katrina McFerran and Cochavit ElefantChapter 5. Inclusive Music Classrooms and Programs Judith A. JellisonChapter 6. Preparing for the Future: Music Students with Special Education Needs in School and Community Life Alice-Ann Darrow and Mary S. Adamek Part 2 Music in the Community Part Editor: David J. ElliottChapter 7. Commentary: Music in the Community David J. ElliottChapter 8. The Community within Community Music Lee HigginsChapter 9. Community Music and Social Capital Patrick M. Jones and Thomas W. LangstonChapter 10. Community Music Therapy Kenneth S. AigenChapter 11. Community Music and Social Justice: Reclaiming Love Marissa SilvermanChapter 12. Sonic Hospitality: Migration, Community, and Music Helen PhelanChapter 13. At-Risk Youth: Music-Making as a Means to Promote Positive Relationships Mary L. Cohen, Laya H. Silber, Andrea Sangiorgio, and Valentina IadelucaChapter 14. Fast Forward: Emerging Trends in Community Music Kari K. Veblen and Janice L. WaldronPart 3 Adult Learning in a Lifespan ContextPart Editors: David E. Myers and Chelcy L. BowlesChapter 15. Commentary: Adult learning in a Lifespan Context David E. MyersChapter 16. Elders and Music: Empowering Learning, Valuing Life Experience, and Considering the Needs of Aging Adult Learners William M. Dabback and David S. SmithChapter 17. Adult Music Learning in Formal, Nonformal, and Informal Contexts Kari K. VeblenChapter 18. Music Teacher Education: Crossing Generational Borders Jody L. Kerchner and Carlos R. AbrilChapter 19. The Role of Higher Education in Fostering Musically Engaged Adults Chelcy L. Bowles and Janet L. JensenChapter 20. Lifelong Learning for Professional Musicians Rineke SmildeChapter 21. An International Perspective on Music Education for Adults John Drummond

Gary E. McPherson studied music education at the Sydney Conservatorium of Music, before completing a master of music education at Indiana University, a doctorate of philosophy at the University of Sydney, and a Licentiate and Fellowship in trumpet performance through Trinity College, London. He is the Ormond Professor and Director of the Melbourne Conservatorium of Music at the University of Melbourne, and has served as National President of the Australian Society for Music Education and President of the International Society for Music Education. His research interests are broad and his approach interdisciplinary. His most important research examines the acquisition and development of musical competence, and motivation to engage and participate in music from novice to expert levels. With a particular interest in the acquisition of visual, aural and creative performance skills he has attempted to understand more precisely how music students become sufficiently motivated and self-regulated.Graham F. Welch holds the University College London (UCL) Institute of Education Established Chair of Music Education. He is elected Chair of the internationally based Society for Education, Music and Psychology Research (SEMPRE), a former President of the International Society for Music Education (ISME), and past co-chair of the Research Commission of ISME. Current Visiting Professorships include the Universities of Queensland (Australia), Guildhall School of Music and Drama, and Liverpool (UK). He is an ex-member of the UK Arts and Humanities Research Council's (AHRC) Review College for music and has been a specialist consultant for Government departments and agencies in the UK, Italy, Sweden, USA, Ukraine, UAE, South Africa and Argentina. Publications number over three hundred and fifty and embrace musical development and music education, teacher education, the psychology of music, singing and voice science, and music in special education and disability.

• Part 1 Special Abilities, Special Needs Part Editor: Adam OckelfordChapter 1. Commentary: Special Abilities, Special Needs Adam OckelfordChapter 2. Mapping Musical Development in Learners with the Most Complex Needs: The Sounds of Intent Project Adam Ockelford and Graham F. WelchChapter 3. Exceptional Musical Abilities: Musical ProdigiesGary E. McPherson and Andreas C. LehmannChapter 4. A Fresh Look at Music Therapy in Special Education Katrina McFerran and Cochavit ElefantChapter 5. Inclusive Music Classrooms and Programs Judith A. JellisonChapter 6. Preparing for the Future: Music Students with Special Education Needs in School and Community Life Alice-Ann Darrow and Mary S. Adamek Part 2 Music in the Community Part Editor: David J. ElliottChapter 7. Commentary: Music in the Community David J. ElliottChapter 8. The Community within Community Music Lee HigginsChapter 9. Community Music and Social Capital Patrick M. Jones and Thomas W. LangstonChapter 10. Community Music Therapy Kenneth S. AigenChapter 11. Community Music and Social Justice: Reclaiming Love Marissa SilvermanChapter 12. Sonic Hospitality: Migration, Community, and Music Helen PhelanChapter 13. At-Risk Youth: Music-Making as a Means to Promote Positive Relationships Mary L. Cohen, Laya H. Silber, Andrea Sangiorgio, and Valentina IadelucaChapter 14. Fast Forward: Emerging Trends in Community Music Kari K. Veblen and Janice L. WaldronPart 3 Adult Learning in a Lifespan ContextPart Editors: David E. Myers and Chelcy L. BowlesChapter 15. Commentary: Adult learning in a Lifespan Context David E. MyersChapter 16. Elders and Music: Empowering Learning, Valuing Life Experience, and Considering the Needs of Aging Adult Learners William M. Dabback and David S. SmithChapter 17. Adult Music Learning in Formal, Nonformal, and Informal Contexts Kari K. VeblenChapter 18. Music Teacher Education: Crossing Generational Borders Jody L. Kerchner and Carlos R. AbrilChapter 19. The Role of Higher Education in Fostering Musically Engaged Adults Chelcy L. Bowles and Janet L. JensenChapter 20. Lifelong Learning for Professional Musicians Rineke SmildeChapter 21. An International Perspective on Music Education for Adults John Drummond