| This study analyzed the writings on the educating of students with Down syndrome in the areas of reading, math, speech, and gross and fine motor skills. The viewpoints of other related writings in psychology, piano pedagogy, and medicine were also examined to gain perspectives from other disciplines to determine if any inferences may be drawn. These findings were synthesized with the theoretical principles found in the writings of John Dewey and Maria Montessori into a list of pedagogical principles, with potential applications to piano pedagogy. The resulting approach to piano instruction for students with Down syndrome was a holistic approach that combines the components of the student, the teacher, and the approach itself. A proposed form for devising both the year long instructional guidelines and individual lesson plans was included. Implications for practice and further research were suggested. |
