The Status of Inclusive Education in Maryland School Band and Orchestra Programs

dc.contributor.advisorHewitt, Michaelen_US
dc.contributor.authorShelfo, Kerri Lynnen_US
dc.contributor.departmentMusicen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2007-06-22T05:37:39Z
dc.date.available2007-06-22T05:37:39Z
dc.date.issued2007-05-03
dc.description.abstractThe purpose of this study was to determine the status of inclusion in instrumental music programs in Maryland public schools and the attitudes of instrumental music teachers towards the inclusion of students with disabilities into their instrumental music programs. Participants (N = 214) completed an online survey which assessed the representation of disabilities in instrumental music classes, teacher preparation, inclusion practices and teacher attitudes. Data revealed poor representation of students with mental retardation in instrumental music classes, discrepancies in the implementation of inclusion, and conflicting teacher attitudes toward inclusion and specific disabilities. These data will be discussed in light of national statistics on inclusive education and the manner in which they might impact instrumental music programs.en_US
dc.format.extent697770 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/1903/6930
dc.language.isoen_US
dc.subject.pqcontrolledEducation, Musicen_US
dc.subject.pqcontrolledEducation, Specialen_US
dc.subject.pqcontrolledEducation, Musicen_US
dc.subject.pquncontrolledinclusionen_US
dc.subject.pquncontrolledbanden_US
dc.subject.pquncontrolledorchestraen_US
dc.subject.pquncontrolledinstrumental musicen_US
dc.subject.pquncontrolledspecial learnersen_US
dc.titleThe Status of Inclusive Education in Maryland School Band and Orchestra Programsen_US
dc.typeThesisen_US

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