Music Teachers’ Perceptions of Their Involvement in the Implementation Processes of Individualized Education Programs

Abstract

The purpose of the study was to report on music educators’ perceptions of their involvement in the implementation processes of Individualized Education Programs. This included information about and participation in the IEP meetings and subsequent reception of communication of IEP documentation for the purpose of making appropriate adaptations for students with special needs in the music classroom. The study was conducted using a survey containing 7 Likert-type queries, two demographic questions, and an open-ended response option. Data from the survey were analyzed using descriptive statistics, with the open-ended responses examined through coding and categorization to divide responses into themes with accompanying patterns. Overall, results indicated participants received information about upcoming IEP meetings and attended them at varying degrees or used alternative means to provide information to be used to determine adaptations. However, most did not request to attend meetings, even though those who did reported a belief that they would be welcomed. Participants also received IEP documentation, although reports of updates and details in the paperwork varied. Even though most participants utilized IEP paperwork to make decisions on adaptations, some reported difficulties making the necessary changes. Results implied professional participants and special education personnel did communicate with each other about adaptations to varying degrees, generally with good working relationships. By highlighting the experiences of music teachers had with their students’ IEP processes, this study may possibly contribute to music educator practices regarding the full implementation of the Individuals with Disabilities Education Act mandates and more focused research on how successful implementation might take place