Including students with physical differences in secondary instrumental music: an instrumental case study
| Author(s) | Grossmann, Julia | |
| Date Accessioned | 2024-09-23T16:38:14Z | |
| Date Available | 2024-09-23T16:38:14Z | |
| Publication Date | 2024 | |
| SWORD Update | 2024-09-15T19:02:22Z | |
| Abstract | Inclusion has numerous social benefits for all students and can improve self-efficacy in students with Special Educational Needs (SEN). However, instrumental music teachers may less frequently include students with diverse learning needs than general music teachers (Smith & Wilson, 1999; Zdzinski, 2001). The greatest obstacles to including students with physical differences in instrumental music include teacher uncertainty about how to include students with physical differences and concerns about the availability and cost of modified instruments (Nabb & Balcetis, 2010). Though one previous study explored how an elementary instrumental music teacher included three students with physical differences in music ensembles (Thornton & Culp, 2020), few similar qualitative research studies related to inclusion at the secondary level exist. Therefore, the purpose of this instrumental case study was to explore the experiences of three secondary instrumental music teachers who provide modifications and accommodations to best support students with physical differences. ☐ This instrumental case study (Stake, 2005) focused on the issue of inclusion in instrumental music ensembles and utilized critical case sampling to locate participants whose insights and experiences could lead to logical generalizations (Patton, 2002). Using semi-structured interview protocols, I interviewed three teacher participants two times each. In addition, I collected artifacts such as photographs of each teacher’s classrooms, concert programs, and photographs of modified instruments. I also observed each participant teaching one or two times. Inductive coding methods yielded emergent themes and findings in response to the four research questions (Saldaña, 2013). The participants utilized four strategies to include students with physical differences: (a) embracing inclusive instructional approaches, (b) modifying materials and spaces, (c) prioritizing and planning ahead, and (d) collaborating with and receiving support from others. Participants felt motivated to include students because they believed that: (a) every student deserves to participate in music, (b) inclusion has an overall positive impact, (c) adaptations are necessary and important, and (d) people matter more than trophies. Multiple benefits emerged related to including students with physical differences instrumental music classes. When participating in instrumental music, teachers reported that students with SEN experienced social-emotional, psychological, and neurological benefits, and non-disabled students benefited from learning to work with individuals with physical differences. However, knowledge, organization, and transportation serve as barriers to inclusion. Collectively, these findings suggest that teachers may benefit from increased training about how to include students with physical differences, which should begin in teacher preparation programs and continue throughout their careers. Students may also benefit from more inclusive teaching situations. By removing barriers and reducing stigma, secondary instrumental music teachers can help all students to have a positive musical experience. | |
| Advisor | Pearsall, Aimee D. | |
| Degree | M.M. | |
| Department | University of Delaware, School of Music | |
| DOI | https://doi.org/10.58088/wmnm-0128 | |
| Unique Identifier | 1459751553 | |
| URL | https://udspace.udel.edu/handle/19716/35096 | |
| Language | en | |
| Publisher | University of Delaware | |
| URI | https://www.proquest.com/pqdtlocal1006271/dissertations-theses/including-students-with-physical-differences/docview/3105336236/sem-2?accountid=10457 | |
| Keywords | Inclusion | |
| Keywords | Special Educational Needs | |
| Keywords | Instrumental music teachers | |
| Keywords | Physical differences | |
| Keywords | Secondary instrumental music | |
| Title | Including students with physical differences in secondary instrumental music: an instrumental case study | |
| Type | Thesis |