Effects of Disability Type, Task Complexity, and Biased Statements on Undergraduate Music Majors’ Inclusion Decisions for Performance Ensembles

Abstract

We examined decisions to include or exclude adolescent students in music performance ensembles as influenced by disability, task complexity, and biased information statements. Undergraduate music majors ( N = 104) viewed video recordings presenting varied student profiles that included two disability types, two task complexity levels, and contrasting informational statements. Participants responded to “I would include this student” statements across an agree-disagree continuum using a Continuous Response Digital Interface device, and explained their decision in an exit survey. We found a significant effect for student profile on inclusion decisions, and also confirmed that the biased information statement presented last influenced these decisions, regardless of disability or task complexity. Participants reported that inclusion decisions were based on their perception of the student’s ability, whether the student would experience ensemble success, and on their self-confidence in accommodating the student. Findings provide insight into music majors’ inclusion decision processes and support using simulation procedures in music education college courses.