Music educators\u27 attitudes toward the placement of special education students in music classrooms.

The purpose of this study was to investigate and compare elementary, middle school, junior high and high school music educators\u27 attitudes towards the inclusion of special education students in their respective classrooms. One hundred twelve (N=l 12) music educators from five Omaha-metropolitan area school districts were given a four-part survey to determine attitudes toward inclusion. The sample involved band, vocal, string and general music educators. Data was analyzed using SPSS 9.0 in order to show frequencies and allow for comparisons. Statistical analysis was conducted at p\u3c.05 and p\u3c.01. Results indicated an unwillingness in string educators in regards to inclusion. Band educators showed a variety of levels of willingness, from very willing to very unwilling, to teach varying disabilities. Vocal/choral and general music educators showed an overall willingness to work with special education students. Further research was recommended