School music teachers have always taught students with (dis)abilities in their classes and ensembles, and occasionally, school music therapists and teachers will collaborate. More often than not, music educators are unaware that their students are receiving music therapy. This handbook addresses this issue in both research and practice by bringing together the complementary fields of Music Therapy and Special Music Education--the latter still a relatively new field but growing in research output and interest. With a focus on school music education (early childhood through grade 12), the twenty-six chapters in this handbook offer a range of discussions by leaders in the fields of music education and music therapy on topics such as theoretical models of disability, ablism in music therapy, intercultural music learning in special education, Universal Design for Learning, music therapy for the whole school community, and more. Many chapters provide descriptions of successful programs in music therapy and special music education around the world.Taken as a whole, The Oxford Handbook of Special Music Education and Music Therapy is a collaboration between the two fields for the benefit of children of all ages, their teachers, and their music therapists.

School music teachers have always taught students with (dis)abilities in their classes and ensembles, and occasionally, school music therapists and teachers will collaborate. More often than not, music educators are unaware that their students are receiving music therapy. This handbook addresses this issue in both research and practice by bringing together the complementary fields of Music Therapy and Special Music Education--the latter still a relatively new field but growing in research output and interest. With a focus on school music education (early childhood through grade 12), the twenty-six chapters in this handbook offer a range of discussions by leaders in the fields of music education and music therapy on topics such as theoretical models of disability, ablism in music therapy, intercultural music learning in special education, Universal Design for Learning, music therapy for the whole school community, and more. Many chapters provide descriptions of successful programs in music therapy and special music education around the world.Taken as a whole, The Oxford Handbook of Special Music Education and Music Therapy is a collaboration between the two fields for the benefit of children of all ages, their teachers, and their music therapists.

School music teachers have always taught students with (dis)abilities in their classes and ensembles, and occasionally, school music therapists and teachers will collaborate. More often than not, music educators are unaware that their students are receiving music therapy. This handbook addresses this issue in both research and practice by bringing together the complementary fields of Music Therapy and Special Music Education--the latter still a relatively new field but growing in research output and interest. With a focus on school music education (early childhood through grade 12), the twenty-six chapters in this handbook offer a range of discussions by leaders in the fields of music education and music therapy on topics such as theoretical models of disability, ablism in music therapy, intercultural music learning in special education, Universal Design for Learning, music therapy for the whole school community, and more. Many chapters provide descriptions of successful programs in music therapy and special music education around the world.Taken as a whole, The Oxford Handbook of Special Music Education and Music Therapy is a collaboration between the two fields for the benefit of children of all ages, their teachers, and their music therapists.