A study of attitudes of selected public school music teachers toward the integration of handicapped students into music classes

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Linda Kay Damer (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Walter L. Wehner

Abstract: Public Law 94-142, Education of the Handicapped Act, mandates that handicapped students be educated, to the maximum extent possible, in the regular classroom with children who are not handicapped. Because of the association of music with therapy, it seems probable that the music classroom will be one area in which handicapped children will be placed with nonhandicapped children. A review of the literature reveals that many educators believe that successful implementation of mainstreaming handicapped children into regular classes may be dependent upon the attitudes of the teacher. The purposes of this study were, first, to assess the attitudes of selected North Carolina public school music educators toward mentally and physically handicapped students, and second, to determine their willingness to have these students mainstreamed or integrated into their music classes. The research questions investigated were: (l) Are there differences in attitudes expressed by the music educators as a function of age, sex, years of teaching experience, educational level, previous experience with handicapped students, course work and training in areas of exceptionality, or area of teaching responsibility? (2) Is strength of opinion related to years of teaching experience, previous experience with handicapped students, or with course work and training in areas of exceptionality? (3) Are teachers from any one area of teaching responsibility more willing to accept handicapped students into their music classes or performance groups?

Additional Information

Language: English
Date: 1979
Music teachers $z North Carolina $x Attitudes
Mainstreaming in education $z North Carolina

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