Music for All: Including young people with intellectual disability in a university environment

Abstract

We investigated a continuing education course in creative music making, initiated to promote the inclusion of young people with intellectual disability in a university setting. Despite organizers' attempts to foster diversity within the student cohort, enrolments were almost exclusively from students who had intellectual disability. Being in the university environment, and in a place of higher learning, seemed to be valued by some. However, students' main focus was on group musicking in a dedicated music room rather than interacting with the wider university community. Those who did not identify as disabled believed it was important to continue to address the barriers to wider inclusion. While acknowledging the risks around mediating the social interactions of young people with intellectual disability, we argue that future courses should include activities specifically designed to bring them to classes with typical students and to the wider activities of the university.

Effects of music, dance and drama therapies for people with an intellectual disability: A scoping review

“…For the emotional component, many studies suggested that music therapy had a positive impact on the person with an intellectual disability, including a decrease in disruptive behaviours (Coyle, 2011; Hoyle & McKinney, 2015; Jaschke & Scherder, 2015; Kalgotra & Warwal, 2017; Savarimuthu & Bunnell, 2002; Urpi, 2016) and anxiety (Agheana, 2017; Hooper & Lindsay, 1990; Perry, 2003; Watson, 2016), increase in self‐esteem (Almeida et al, 2011; Coyle, 2011; Detzner, 1997; Hatampour et al, 2011; Humpal, 1991; Lewis, 2019; Moceviciene & Prudnikova, 2015; Rickson & Warren, 2018; Savarimuthu & Bunnell, 2002; Sooful et al, 2013; Wilson & MacDonald, 2019), and improved self‐expression and management of emotions (Cameron, 2017; Coyle, 2011; Graham, 2004; Savarimuthu & Bunnell, 2002; Staab &Dvorak, 2019; Tyas, 2010; Urpi, 2016). Beneficial outcomes for the development of social skills were also found in many studies (Agheana, 2017; Agrotou, 1994; Duffy & Fuller, 2000; Graham, 2004; Hashemian & Mohammadi, 2015; Hoyle &McKinney, 2015; Humpal, 1991; McLaughlin & Adler, 2015; Rickson & Warren, 2018; Surujlal, 2013). In addition, following their sessions, Almeida et al (2011) and Hatampour et al (2011) noted an improvement in collaboration, awareness of the ‘other’ and turn‐taking in interpersonal relationships.…”

“…An increase in social interactions was noted in various studies (Almeida et al, 2011; Cameron, 2017; Coyle, 2011; Hooper, 2002; Humpal, 1991; McFerran & Shoemark, 2013; Morris, 2014; Perry, 2003; Staab & Dvorak, 2019; Watson, 2014, 2016), which reduced isolation (Graham, 2004) and helped with forming new friendships (Pavlicevic et al, 2014). Music therapy could also foster the social inclusion of people with an intellectual disability in the community (Rickson & Warren, 2018).…”

The Elusive Inclusive University: What Does This Look Like for Students With Intellectual Disability? An Irish Perspective

“…I think it is the beginning of a challenge, but there is much more to do. Evidence of a range of positive benefits experienced by people with ID as a result of attending university have been noted and further enhance the focus on this as a viable pathway (Hart et al, 2010; Morningstar & Shoemaker, 2018; Paiewonsky, 2011; Rickson & Warren, 2018). However, a more critical lens on this experience is welcome.…”

“…However, a more critical lens on this experience is welcome. As a result, there are currently over 250 postsecondary program for people with ID in existence in the United States (Rickson & Warren, 2018), while within Europe, the Republic of Ireland has been at the forefront of developing options for study at university level for people with ID, with currently 10 institutions offering some program of study. One could ask whether longevity of a program or expansion across multiple HE institutions corresponds to a change in habitus; a change in the way of being and knowing; a change in expectations for people with ID.…”

Stigma, Acceptance and Belonging for People with IDD Across Cultures

“…The authors emphasise that one of the reasons for its success is the company's focus on members' strengths. Similarly, music can promote acceptance, as Rickson and Warren [78] explored in a university music course in New Zealand. However, they also identify limitations and the need to encourage greater enrolment of nondisabled peers and other strategies to better integrate young people with IDD.…”