Perceived Effectiveness of Mainstreaming in Iowa and Kansas Schools

Abstract

The purpose of this study was to examine the perceived status of mainstreaming among music educators in Iowa and Kansas. A questionnaire was developed with items concerning years and type of teaching experience; area of music instruction; amount of educational preparation in special education; extent of instructional support in main-streaming students into regular music classes; the extent to which musical and nonmusical goals are primary concerns of music educators; the degree of difficulty in mainstreaming students with various handicapping conditions; and the perceived success of mainstreaming. Results of the study revealed the following: (1) slight differences among general, choral, and instrumental music specialists in their perceptions regarding mainstreaming; (2) no significant difference in responses among music educators with varied experience in working with mainstreamed students; (3) a low level of educational preparation for most music educators working with mainstreamed students; (4) a positive correlation between perceived success in mainstreaming and extent of instructional support; (5) consensus that students with certain types of handicapping conditions are more difficult to integrate into the music classroom; and (6) lack of consensus in primary instructional objectives for handicapped students.