Music Research in Inclusive School Settings

Abstract

A search for music research in inclusive music school settings (1975–2013) resulted in 22 descriptive and experimental studies that can be classified and coded according to settings, participants, research variables, measures of generalization, and effectiveness of the interventions. Half of the studies reported data from both students with disabilities and typically developing students. All participants were at preschool or elementary levels; no participants were at secondary levels. Less than half of the studies were conducted in music classrooms, but few measured music knowledge or skills; most often, social skills were measured. Only a few studies reported the generalization of learned skills (music or other) to new situations. Participants with disabilities were most often described as having intellectual disabilities or autism; high-incidence populations (e.g., learning disabilities) were underrepresented. In a large majority of studies, authors reported effective outcomes for interventions (most were specifically designed music activities), and some reported partially effective results. Based on the results of this review, we conclude there is a pressing need to expand research in inclusive music education settings and answer the many questions about students’ participation and effective teaching strategies for classrooms and rehearsals that include a wide range of student abilities.

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