Meaningful Collaboration in the Inclusive Music Classroom: Students with Severe Intellectual Disabilities

Abstract

Most music educators have little experience or preparation in teaching students with severe intellectual disabilities. Increasing diversity in our schools will require music educators to teach students whose needs exceed those typically found in the music class or ensemble. Facilitating their inclusion in a music program can be immensely rewarding and yet often challenging. A faculty that is collaborative, and a student body that is supportive and receptive are the key characteristics of successful programs for students with severe disabilities. To be fully included, these students must also possess a sense of agency; that is, to feel in control of their music participation and believe in their capacity to make music. Their successful inclusion requires meaningful collaboration among numerous school entities.