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Attitudes toward Inclusion and Students with Disabilities: A Review of Three Decades of Music Research

Judith A. Jellison and Donald M. Taylor
Bulletin of the Council for Research in Music Education
No. 172 (Spring, 2007), pp. 9-23
Stable URL: http://www.jstor.org/stable/40319362
Page Count: 15
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Attitudes toward Inclusion and Students with Disabilities: A Review of Three Decades of Music Research
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Abstract

This study presents a review of music research that examined attitudes toward inclusion and persons with disabilities in music settings. A total of 6,743 students and teachers/therapists (64%, 36% respectively) participated in 32 studies (12 experimental, 6 quasi-experimental, 14 descriptive) published between 1975 and 2005. Children with disabilities were participants in only 2 studies, and no studies measured attitudes of parents, siblings, professionals other than teachers, or adults with disabilities. Much of the information from surveys with music teachers is dated, geographically specific, and limited in its generalizability, due to the variety of author-constructed measures. More informative are findings from the experimental! quasi-experimental studies that examined effects of extended direct contact, expectations, and labeling. These findings are consistent with research from other disciplines; however, the unique role of music participation in attitude formation and attitude change related to persons with disabilities has yet to be explored.

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