Mainstreaming Non-Traditional Learners in a Choir
This paper examines how music teachers can effectively mainstream non-traditional learners — students with disabilities — into a choir or chorus setting. It outlines three primary learning styles (auditory/linguistic, visual/spatial, and tactile/kinesthetic) and suggests practical teaching strategies tailored to each style within a music education context. The paper also identifies discriminatory behaviors that teachers must avoid and concludes with guidance from educational authorities on integrating special students into regular classroom activities. The overall goal is to encourage educators to adapt their methods to the individual learning needs of all students.
- Introduction to Mainstreaming in Choir: Defines mainstreaming and its purpose for disabled learners
- Auditory and Linguistic Learners in Music: Strategies for word-based learners in choir settings
- Visual and Spatial Learners in Music: Color and imagery techniques for visual learners
- Tactile and Kinesthetic Learners in Music: Movement-based approaches for kinesthetic learners
- Barriers and Discriminatory Practices to Avoid: Teacher behaviors that harm special students' learning
- Conclusion: Adapting to Every Learner: Summary of inclusive strategies and institutional guidance
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What makes this paper effective
- It directly maps each learning style to concrete, choir-specific teaching strategies, making the advice immediately actionable for music educators.
- It balances positive strategies with a clear list of discriminatory behaviors to avoid, giving the paper a practical do/don't structure.
- The closing quotation from an educational authority lends institutional credibility to the paper's central argument about inclusive education.
Key academic technique demonstrated
The paper demonstrates applied categorization — it takes an established educational framework (learning styles theory) and systematically applies each category to a specific instructional context (choir/chorus). This technique is useful for showing how general educational principles translate into domain-specific practice.
Structure breakdown
The paper opens with a general definition and rationale for mainstreaming, then moves through three learning style sections, each following a consistent pattern: define the learner type, then propose choir-specific strategies. A contrasting section on harmful teacher behaviors follows, and the paper closes with a supporting quotation and a brief synthesis. This parallel structure makes the argument easy to follow.
Introduction to Mainstreaming in Choir
Mainstreaming special-needs children in learning provides them with opportunities to gain knowledge and skills in ways that suit them. It is also a process of allowing them to accept their disabilities and function at their best. In a choir or chorus, for instance, mainstreaming children with disabilities can provide them with the support needed to participate fully in singing activities. The sections below define several strategies that a teacher can use to help and support special-needs children in a choir.
Teachers are the immediate source of learning for children in school. It is therefore important that they know effective strategies and methods that can challenge students and nurture their eagerness to learn. This is especially true for students with disabilities. For a non-traditional learner in a choir, there are several learning styles that can guide teachers in managing that student's learning process. The following sections address each learning style and describe approaches suited to the non-traditional choir member.
Auditory and Linguistic Learners in Music
The auditory/linguistic learner — sometimes called the Word Player — learns best by repeating what he or she hears. This learner thrives in a quiet room with books or audio recordings of information. He or she likes to read and write, and learns best when able to listen to information, write it down, and listen again. This type of learner follows both oral and written directions well.
For a non-traditional learner of this type, a music teacher can provide activities that demonstrate the proper delivery of tones and songs. For example, the teacher might have the learner listen to a skilled choir member sing a song. Because this kind of learner benefits most from what is heard, a strong vocal demonstration can allow the student to imitate good singing technique. Another effective method is providing the student with audio recordings of songs that can be replayed repeatedly, giving the student a model from which to practice. This approach also allows the special student to practice singing independently at home.
Visual and Spatial Learners in Music
The visual/spatial learner — sometimes called the Visualizer — learns best when able to picture things mentally. This learner may be a doodler or daydreamer who enjoys looking at pictures, maps, or diagrams, and who likes to draw, design, and create.
For a special student with this learning style in a choir setting, visual associations can be tied to the music being studied. For example, colors can be linked to musical tones: darker colors might represent mellow tones, while brighter colors might represent happy or energetic tones. Providing the non-traditional learner with this kind of color-tone association can accelerate learning compared with conventional music instruction methods that may be difficult for that student to access.
Conclusion: Adapting to Every Learner
There are many strategies that can be adapted in mainstreaming non-traditional learners. The important thing is that teachers must learn to adapt to the learning process and pace of special children. According to the Wisconsin Heights School District:
"Students have some of their educational needs met in the regular education classroom. Emphasis is placed upon integration into those areas in which the child will experience success, such as physical education, music, social studies, science, health, and guidance. The regular education and special education teachers plan and consult on a regular basis."
This model underscores the collaborative responsibility shared between regular and special education teachers. When educators remain flexible, observant, and genuinely committed to meeting each student where they are, non-traditional learners — including those in a choir — can thrive alongside their peers.
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