Mainstreaming: Music Educators' Participation and Professional Needs

Abstract

The study examined music educators' involvement with disabled students, their knowledge of legislation regarding the handicapped, and their needs in developing and implementing music education programs for special students. Information was obtained through a nationwide survey of 789 general, instrumental, and vocal music educators at the elementary and secondary levels. Results indicated that 63% of the respondents have been professionally involved wih disabled students, with significantly greater experience at the elementary level. Respondents indicated the need for information about formulating Individualized Educational Plan goals, developing music programs for handicapped students, and assessing these students' progress. Those surveyed were particularly concerned about meeting students' individual needs, working with too large a number of handicapped students, and avoiding psychological harm to these students.

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