Adamek, M. S. & Darrow, A.-A. (2005). Music in special education. Silver Spring, MD: American Music Therapy Association, 328 pages. ISBN: 1-8894914-15-2, $55 (AMTA member discounted price $40)

Adamek, M. S. & Darrow, A.-A. (2005). Music in special education. Silver Spring, MD: American Music Therapy Association, 328 pages. ISBN: 1-8894914-15-2, $55 (AMTA member discounted price $40). Mary Adamek and Alice-Ann Darrow have brought their several collective decades of work in the field of special education to the text, Music in Special Education, and each author's solid background in the areas of disability served by special education is evident. Indeed, they could not have written this volume without their considerable expertise and years of work with the diverse populations of children having disabilities. Their writing validates the extensive experience that music therapists often have in the realm of special education and gives evidence of the strong knowledge base of that field available within the ranks of music therapy. Thus, with this volume in hand, music therapists have first hand access to core, basic information on students with various disabilities who are served by special education, legal aspects of service delivery, and practical applications. The major strengths of this work are the broad coverage of disabilities found in special education, key recommendations that serve as a "snapshot" of considerations in teaching students with special disabilities, overview of legislation affecting services to students with disabilities, and the focus on both music education and music therapy that make it a meaningful tool for the practitioner. Music in Special Education is extremely well organized and thorough. One of the most helpful design aspects of the book is the use of concise tables and figures presenting key points on topics in each chapter. From the Individuals with Disabilities Education Act (IDEA) and section 504 of the Rehabilitation Act comparison on page 34 to the fairly comprehensive examples of autism and music interventions on pages 190191, the authors provide information in easily accessible format. Tables and figures occur throughout and are a helpful addition to the written text. Chapters are further organized with overviews at the beginning and a summary with key points at the end. This format makes the book useful for a quick reference guide as well as an informed source of special education practice for the music educator/therapist. The authors follow a fairly standard and recognizable order of topics, beginning with the first six chapters that cover the provision of special education in the schools, laws affecting services, history, inclusion principles and teaching strategies, and music therapy/education techniques. The first chapter presents a brief overview of IDEA and other factors relevant to learning problems, along with the current philosophical orientation of people-first terminology and the changing role in schools for music educators and therapists. Chapter 2 reveals a very brief (perhaps a bit too brief) history of special education and music programs in the service of students with disabilities. Most of the content is recent history with a focus on legislation affecting special education, the six principles of IDEA, a comparison of IDEA and section 504, and a discussion of the other significant acts that impact service provision in special education (e.g., Americans with Disabilities Act and No Child Left Behind). Chapter 3 presents an excellent overview of inclusion and its benefits; the authors also discuss barriers to successful inclusion along with strategies to overcome them. It is clear that Adamek and Darrow believe fully in the practice of inclusion and they write about all the positive outcomes that can accrue from this practice. It represents a philosophical orientation to the authors rather than simply a service delivery option to consider. The only negative aspect of their presentation on inclusion is that it is overwhelmingly positive and does not address any of the concerns voiced by some special educators and parents regarding the academic learning outcomes of students with high incidence disabilities, such as specific learning disabilities. …