Music Educators' Perceptions Regarding the Inclusion of Students with Severe Disabilities in Music Classrooms.

Abstract

The purpose of the present study was to: (a) examine music educators' perceptions regarding the practice of full inclusion, (b) conduct a descriptive analysis of their perceptions, and (c) compare and contrast choral, instrumental, and general music educators' perceptions regarding the practice of inclusion. The data collection technique used in the study was personal interviewing. Participants were instrumental, choral, and general music educators (N = 35) in a midwestern school district that supports the practice of full inclusion. Written transcripts of the 35 interviews were coded and analyzed for recurring themes and patterns using content analysis. Music educators identified 13 critical issues related to the inclusion of students with disabilities. The need for collaboration or consultation with special educators, music therapists, or others knowledgeable about students with disabilities was identified as a critical issue by nearly all of the participants. Many participants also identified as critical issues: the need for more information about the students included in their music classroom, the amount of time required to successfully include students with disabilities, and the range of abilities often found in the inclusive classroom. Most music educators felt that inclusion has had a positive impact on students both with and without disabilities, though reservations were also expressed by some of the music educators. Subject responses were also analyzed for frequency of: disabilities mentioned, positive and negative statements made regarding inclusion, personal anecdotes, and references to music therapy. Suggestions are given for the role music therapists can play in facilitating the inclusion of students with disabilities.