A Case Study of the Integration of Students With Disabilities in a Secondary Music Ensemble

364 p.Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2005.The inclusive practices of an Illinois high school were investigated because of the need to provide high school music educators with information needed to integrate students with disabilities. This particular high school band (n = 29) included 8 students with severe disabilities. This investigation explored the following questions: (1) how was the process initiated, (2) how was the process implemented, (3) how was the process sustained, and (4) to what degree have the students with disabilities established relationships with their peers? Rehearsal observations in conjunction with interviews of involved faculty, staff, students, and parents were used to gather data. The study revealed: (1) teachers from special education and general education embracing the cause without mandates from the administration, (2) implementation that was gradual, (3) efficient time management exhibited by teachers who used technology and less formal means of teaming, (4) teachers who adopted the proper philosophy that encouraged them to solve problems, (5) inservice teachers learning from mentors, (6) teachers advocating the program, (7) parent and peer support, (8) flexibility and creativity as key components for solving problems, (9) curriculum that was based on student abilities which required modifications of the general curriculum and creation of an alternative curriculum, (10) teachers who understood how to adapt teaching methods to accommodate learners, (11) recruitment, education and supervision of peer tutors, (12) the staff coming out of isolation to work together in and outside of the classroom, (13) true collaboration based on mutual respect, communication, and shared responsibilities, and (14) social, personal, and curricular goals.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD