ABSTRACT
The purpose of this study was to describe, categorize, and compare data concerning music preferences, experiences, and skills obtained from interviews with 228 students labeled “disabled” (n = 73) or “nondisabled” (n = 155). A structured assessment interview was used by university student proctors to collect information from the students in four age-groups. Students identified by their respective schools as eligible for special education services constituted the group labeled “disabled.” Questions developed for the interview focused on listening preferences and experiences, musical instrument preferences and performance, and singing and clapping (steady beat) performance. Following procedures consistent with naturalistic inquiry, audiotapes and transcriptions of the interviews were content-analyzed, and categories were developed from the responses. Perhaps the most notable outcome of this study is the similarity of responses between students with disabilities and their nondisabled peers. Results are discussed specific to music curriculum development, the integrated music classroom, and peer/teacher acceptance.
