For music educators the continued mandate for inclusion has accentuated the importance of being able to instruct students with a wide variety of learning differences. Even so, music educators have expressed frustration with a potential lack of competencies and resources related to teaching students with disabilities. The purpose of this study was to investigate the perceptions of middle school band directors who instruct students with disabilities in inclusive classrooms. The research conducted as part of this study examined middle school band directors’ competencies and use of resources when instructing students with disabilities in an instrumental music setting. The phenomenon of interest was examined through the three principles of the conceptual framework Universal Design for Learning, multiple means of achieving engagement, representation, as well as action and expression. Using a multiple case study design, this research included data collected from interviews, classroom observations, as well as the gathering of relevant artifacts. This work is informed through literature related to the history of special education legislation, inclusion in music education, including the contribution of music teacher training on teachers’ perceptions of competencies and the role of paraprofessionals and music therapists as a supporting resource for music educators. In addition, literature related to the conceptual framework Universal Design for Learning as well as music educators’ competencies and resource usage, including prevalent practices and professional development were explored. Key findings that were revealed as part of this inquiry were that, overall, participants reported the possession of essential competencies when working with students with disabilities; adaptation (accommodating) for student differences being a competency that participants shared numerous examples of. However, participants articulated an uncertainty regarding how to help students with disabilities as part of middle school band. In addition, this inquiry highlighted how the competencies and resources that the participants made use of aligned with aspects of Universal Design for Learning. Future research with students with disabilities in middle school instrumental ensembles could add new knowledge to the field and support the creation of more equitable access to music education.
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/48702 |
| Date | 06 May 2024 |
| Creators | Jordan, Joshua D. |
| Contributors | Churchill, Warren |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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