Learning From Parents of Children With Disabilities

Abstract

The purpose of this intrinsic case study was to examine the impact that interactions with parents of children with disabilities might have on 10 graduate students (6 men and 4 women) between the ages of 22 and 32 years ( M = 26.7 years, SD = 3.5) enrolled in a 3-week intensive music education course. Participants attended the course, 5 days a week, 3 hours a day for a total of 13 class sessions, followed by a final examination. In addition to class discussions based on assigned readings, each day included a presentation from a parent of a child with a disability. Data were generated from daily focus group interviews, daily journal submissions, and individual interviews. Throughout the course, students demonstrated a learning process that progressed from sympathetic concern to empathic understanding.