Published Article

ABSTRACT

Children have unique needs and abilities, some of which can be met through regular education and some through special education. Some children possess some abnormalities while some are normal, gifted or talented. Different categories of children are significantly different from the other and so require special or modified educational experiences and related services if they are to realize their full human potential. In Nigeria, the common practice is that, children attend classes with mates of the same age or class in a regular education setting while special programmes to cater for their unique needs are not provided. It is important that opportunities be provided for exceptional children in all disciplines to develop their talents and natural endowments/traits if they are to be relevant in the society. This study focuses on the justification for teaching music to exceptional children in the regular classroom in Nigerian schools and how music teachers can accommodate their varied and unique needs. The researcher used primary and secondary sources for data collection which include observation, library sources, government reports and related research materials as well as personal experience. The study reveals that, despite effort put in by some music teachers to accommodate exceptional children in the regular classroom, the children do not benefit maximally because they need special programmes for their education if they want to be relevant in the society. The study recommends that the Nigerian Government should coordinate special education activities to provide special programmes for exceptional children not only in Music but in all subject areas.

KEYWORDS: Exceptional Child, Special Education, Music Education, Teacher, Secondary School, Nigeria, Regular Classroom