Title

A Survey of Music Teachers' Attitudes Toward Mainstreaming Disabled Students In Regular Music Classrooms In Selected School Districts In Georgia

Date of Award

1993

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Music

First Advisor

Robert Tuley

Advisor Department

Music

Abstract

This study determined the relationships between music teachers' attitudes toward mainstreaming (as measured by the Shepard Attitudes Toward Mainstreaming Scale) and the independent variables of chronological age, ethnic background, educational level, years of teaching experience, number of undergraduate level special education courses taken, number of graduate level special education courses taken, number of district in-service seminars on mainstreaming attended, number of professional in-service seminars on mainstreaming attended, and grade level presently teaching. The research sample was all public school music teachers in six school districts in Georgia. Survey scores were reported by total score and subscale scores for general mainstreaming and instructional support. One-way analysis of variance and multiple regression statistics were computed. The conclusion of this study was that the independent variables of number of undergraduate and graduate level special education courses taken did contribute significantly to differences in teachers' attitudes toward students being mainstreamed into music classes. The other independent variables did not contribute significantly to differences in teachers' attitudes toward students being mainstreamed into music classes. Recommendations made were that efforts should be made to: (1) help change music educators' perceptions of their abilities to serve effectively the needs of mainstreamed disabled children; (2) include music educators in the placement of disabled students in music and in the development of Individualized Education Programs for these students; (3) create a unified position on the goal of music education programs for disabled children; and (4) complete studies to determine whether mainstreamed students are achieving progress in developing music skills.