Private Studio Music Teachers’ Attitudes Regarding Students with Disabilities: A Descriptive Analysis

Abstract

Individuals with disabilities are excluded in American society in many contexts. While outwardly accepting of originality, the performing arts may be subtly exclusive to individuals with disabilities, and private studio music teachers who feel uncomfortable teaching students with disabilities may implicitly, or even explicitly, marginalize them as they seek music instruction. Given the prevalence of children with disabilities, all private studio music teachers are likely to encounter students with disabilities in their studios. This study explores the comfort levels of 146 private studio music teachers in the United States towards students with disabilities using an attitudinal survey to determine factors potentially influential to teachers’ comfort and, by extension, their pedagogical practices. Participants felt least comfortable teaching students with hearing loss/Deafness, traumatic brain injury/stroke, and visual impairment/blindness, and they felt most comfortable teaching students with HIV, ADHD, and Autism spectrum conditions, although each condition received a wide range of responses indicating high variability between individuals. Regarding student traits and behaviors, participants reported being least comfortable with “hitting/throwing/aggressive behavior,” “verbal outbursts/yelling/swearing,” and “drooling/bodily fluids” and most comfortable with “shyness/withdrawn/shutdown,” “lack of on-task behavior/short attention span,” and “wheelchair/walker/service animal.” Discrepancies between comfort scores for certain conditions versus corresponding traits and behaviors suggest participants may not have an accurate understanding of several conditions. There was no significant relationship between comfort scores and participants’ age, years of teaching experience, type of instrument taught, highest degree earned, or type of degree earned. A principal components analysis revealed nine components accounting for 62% of the variance in the data: 1) consideration and acceptance of disability, 2) teacher efficacy and responsibility, 3) music-related beliefs about disability, 4), teacher identity, 5) teacher-caregiver relationship, 6) orientation to enjoyment, 7) orientation to performativity, 8) openness to adaptation, and 9) accountability for student success. A multiple linear regression indicated the components could predict a teacher’s comfort level teaching students with disabilities (p < .001, d = 1.19). Teachers’ consideration and acceptance of disability in general (p < .001) and music-related beliefs about disability (p < .001) were significantly associated with being more comfortable teaching students with disabilities. The findings of this study suggest ableism – discrimination or prejudice against individuals with disabilities – is a concern for private studio music teachers. Professional development opportunities providing meaningful personal interaction with individuals with disabilities are highly recommended to promote greater acceptance of students with diverse learning needs. In addition, teacher training regarding positive behavior support strategies and non-notation based learning approaches utilizing kinesthetic, aural, tactile, informal, and participatory experiences are advised for meaningful professional growth.