| Title: |
An Examination of Access to Music Education in Elementary Self-Contained Special Education Classrooms in Ohio |
| Language: |
English |
| Authors: |
Samantha C. Webber; Erin J. Hopkins |
| Source: |
Contributions to Music Education. 2025 50:141-157. |
| Availability: |
Ohio Music Education Association. e-mail: contributions@omea-ohio.org; Web site: https://www.omea-ohio.org |
| Peer Reviewed: |
Y |
| Page Count: |
17 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Students with Disabilities; Music Education; Self Contained Classrooms; Special Education; Elementary School Students; Access to Education; Urban Schools; Suburban Schools; Equal Education; Barriers; Teacher Attitudes; Rural Schools; Educational Environment; Class Size; Incidence |
| Geographic Terms: |
Ohio |
| ISSN: |
0190-4922 |
| Abstract: |
Inclusion of students with disabilities is essential to equity in music education, but there is insufficient knowledge about access to music education for students in self-contained special education classrooms. The purpose of this survey study was to determine the extent to which elementary school students in self-contained special education classrooms in Ohio have access to music services at school. Reports of these students having less access to music than their general education peers occurred most frequently in urban schools, with reports of more access occurring largely in suburban schools in the northern and central regions of the state. Perceptions of equity were mediated by a number of factors including scheduling, staffing, school climate, and the skills and attitudes of music teachers. Implications include suggestions for improving equity in policy and practice, teacher preparation, and opportunities for collaboration. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Access URL: |
https://www.omea-ohio.org/general_and_subscription_infor.php |
| Accession Number: |
EJ1473464 |
| Database: |
ERIC |