Talking with Music Teachers about Inclusion: Perceptions, Opinions and Experiences

Abstract

Most information concerning teachers' attitudes regarding inclusion is dated. The present study used the interview methodology to examine issues prevalent in previous studies (e.g., support services) and issues not yet studied (e.g., parent contact, effects on teachers). Research questions focused on (a) information, support, resources, and placements; (b) parent contact and involvement; (c) outcomes on students with disabilities, typical students, and teachers; and (d) teachers' advice. Individual interviews were conducted with 43 teachers (16 elementary, 15 orchestra, & 12 band). Perceived emotional content for teachers' responses was also assessed. Results show that teachers have generally positive attitudes concerning inclusion and their access to support. Attitudes were also positive regarding outcomes for both students with and without disabilities. Several differences and consistencies among the groups lead to questions that merit the study of possible relationships among variables (parent contact, type of support, teacher attitudes).

Teaching students with special educational needs in inclusive music classrooms: experiences of music teachers in Hong Kong primary schools

“…This negative process is not inevitable for, unlike the findings of Scott et al (2007) that music teachers who hold positive views about inclusion would lower their expectations of students' individual achievement, the findings here subtly but significantly differ. In the current research findings, the majority of case studies show Hong Kong teachers hold negative views about inclusion and lowered their expectations of students' achievement because they held themselves to be unaware about how to teach music to SEN students.…”

“…In the current research findings, the majority of case studies show Hong Kong teachers hold negative views about inclusion and lowered their expectations of students' achievement because they held themselves to be unaware about how to teach music to SEN students. The difference between the Scott et al (2007) and the Hong Kong results is the latter reflects the voice of classroom realism. These Hong Kong classroom teachersand their SEN studentsare in a tough situation, the nature of which they are fully aware.…”

“…The situation is similar in the field of music education. Some music teachers hold negative attitudes toward teaching SEN students (Gfeller, Darrow, & Hedden, 1990), while others hold positive views about inclusion, but have low expectations of SEN students' individual musical achievement (Scott et al, 2007). Whereas some researchers advocate that music teachers should acquire the knowledge and skills to teach SEN students (Hammel, 2004;Nordlund, 2006) and should work together with music therapists and educators with special education training to support them (Montgomery & Martinson, 2006;Darrow, 2010), unlike core-curriculum subjects such as literacy and mathematics, there is no research into the impact of such interventions on learning within the inclusive music classroom.…”

Inclusive education policy in the Hong Kong primary music classroom

“…Although some music teachers held positive views about inclusion, these views were tempered with low expectations of students' individual achievement in music (Scott et al 2007).…”

A Graduate Course on Inclusion

“…Since the implementation of PL 94-142, researchers have examined music educators' perceived attitudes on inclusion in Arizona (Frisque, Niebur, & Humphreys, 1994), Illinois and Texas (Scott, Jellison, Chappell, & Standridge, 2007), Iowa and…”