Music Educators’ Perceived Effectiveness of Inclusion

Abstract

The purpose of this research project was to examine whether music teachers’ perceptions of effectiveness of inclusion, curriculum adaptations/modifications, or student achievement had altered from previous research findings 20 years before. A survey based on that used by Gfeller, Darrow, and Hedden was sent to music educators through the United States and returned by 1,194, with all 50 states represented. Results indicate more positive responses as compared with 20 years ago, with participants generally reporting that the students were successfully integrated, their music needs were being met, and they did not hinder the progress of students without disabilities. Additionally, teachers’ responses indicated they were comfortable adapting and/or modifying their regular curriculum to meet the needs of students with special needs and that these students were graded on the same standards of music achievement as the other students in their classes.