Jennifer Whipple

Music Educators’ Perceived Effectiveness of Inclusion:

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.

Music Educators’ Perceptions of Preparation and Supports Available for Inclusion

The purpose of this study was to investigate music educators’ perceptions of their educational preparation and the availability of instructional supports to work with students with disabilities in their classrooms/ensembles. Music educators (N = 1,128) representing all 50 United States responded to a survey fashioned after a similar instrument used by Gfeller, Darrow, and Hedden. Results indicated slight positive increases over the past two decades in regards to types of course offerings, in-service attendance and availability, involvement in the Individualized Education Program process, placement decisions, consultation with special education experts, and provision of adequate preparation time and resource materials/adaptive devices. Results also indicated that current music education practices (e.g., music-specific coursework, workshops, and in-services) created greater feelings of preparedness to work with students with disabilities and increased attendance at additional educational opportunities. The discussion includes further results and educational implications.

Educational Supports for Students with Special Needs: Preservice Music Educators' Perceptions.

Historically, music educators have expressed concerns about inadequate preparation to work with students with special needs, specifically desiring skills related to instruction adaptation. Research has indicated that educational supports (written words, color coding, icons, echoing, buddy system, and other visual aids) can be particularly successful for teaching students with special needs. To determine if preservice music teachers can employ these supports and determine which are most beneficial in various music settings, preservice music educators (N = 47) completed a 5-week field experience in which they taught general music concepts to secondary students with special needs incorporating educational supports. Participants rated the educational supports of echoing and icons most important when leading various activities to teach concepts in general music and predicted that the educational supports of echoing and other visual aids would be most important when teaching in various ensembles settings. For implementing assessments, participants rated icons and small groups or stations most important. Implications for preservice and in-service teachers are discussed.