Preservice Music Teachers' Perceptions of Fieldwork Experiences in a Special Needs Classroom

The purpose of this study was to examine phenomenologically a special needs fieldwork experience through the perceptions of seven participants. All of the participants were a part of a long-term field experience. The research question was: How was this experience, assisting and teaching students with special needs in an elementary general music context, perceived and constructed by the participants individually and as they collaborated and interacted with one another, as indicated by journals, semistructured interviews, case writing, and field obsmations? A qualitative particularistic case study design was used in this investigation. Data included journals, participant interviews, observations, and an orientation session video. Findings suggested that (a) the orientation process to fieldwork with children with disabilities, which included the case method of teaching, was perceived as valuable; (b) observation, journaling, discussion, and the relationships that emerged were important to the participants; and (c) reflective practice may have Occurred in this study.