Abstract
The purpose of the present study was to determine if music educators felt prepared to
teach students with disabilities and if they desired additional training or resources pertaining
to inclusion. The participants were 50 music educators in a suburb of a major Midwest city in
which 29 participants (58%) responded. The overall study was based on the following two
research questions: 1) Do music educators feel prepared to teach students with disabilities?
and 2) Do music educators desire additional resources and training pertaining to teaching
students with disabilities? Surveys were distributed via email. Survey questions focused on:
(a) educational background, (b) feelings of preparedness to teach students with disabilities,
and (c) willingness to seek additional training experiences. Results from this study showed
that 10.3% of music educators that responded felt very prepared to teach students with
disabilities in the music classrooms and 13.8% felt prepared to adapt methods and materials
to meet the needs of students with disabilities. Over 80% of the participants indicated they
desired additional training and/or resources regarding students with disabilities.
