Rathgeber, J. (2022). Cripping popular music. In B. Powell & G. D. Smith (Eds.), Places and Purposes of Popular Music Education (pp. 346-354). Intellect Books.
Introduction: Contemporary approaches to working with disabled persons/persons with disabilities (DP/PwDs) focus on mainstreaming, 1 assistive/adaptive technology, 2 differentiated instruction, 3 universal design, 4 working with support personnel 5 and special educational laws/policies. 6 While powerful in shaping equitable practices, these approaches to inclusion presume that a) DP/PwDs, generally, long to be included into settings built for and primarily by nondisabled persons/typical learners and that b) settings and practices for and by nondisabled persons are neutral, regular and/or the norm. Yet, DP/PwDs who are artists, musicians, poets, community leaders and scholars call for practices and settings built with them from the ground up that value the different approaches to music learning, experiencing music and music-making.
Introduction: Contemporary approaches to working with disabled persons/persons with disabilities (DP/PwDs) focus on mainstreaming, 1 assistive/adaptive technology, 2 differentiated instruction, 3 universal design, 4 working with support personnel 5 and special educational laws/policies. 6 While powerful in shaping equitable practices, these approaches to inclusion presume that a) DP/PwDs, generally, long to be included into settings built for and primarily by nondisabled persons/typical learners and that b) settings and practices for and by nondisabled persons are neutral, regular and/or the norm. Yet, DP/PwDs who are artists, musicians, poets, community leaders and scholars call for practices and settings built with them from the ground up that value the different approaches to music learning, experiencing music and music-making.
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