1. Michigan State University
Perceptions of Preservice Music Educators Concerning their Preparation to Teach Students with Exceptionalities
Ashley G. Moss
Michigan State University
Thompson Symposium
Saturday, May 2, 2015

2. Related Research
Inconsistencies in course requirements, course offerings, course structure, and course content (Colwell & Thompson, 2000; Heller, 1994; Salvador, 2010; Schmidt, 1989)
Participation in coursework pertaining to the education of individuals with exceptionalities greatly impacts feelings of preparedness (Davila, 2013; Hammel & Gerrity, 2012; Smith & Wilson, 1999; Wilson & McCrary, 1996)
Active participating in field experience greatly impacts feelings of preparedness (Kaiser & Johnson, 2000; VanWeelden & Whipple, 2005/2007)

3. Related Research Hammel (2001b)
Purpose: Identify teaching competencies for the elementary general music classroom
Methods:
Surveyed in-service elementary music teachers and college music education faculty
Interviewed college music education faculty
Observed instruction in elementary general music classrooms
Findings:
14 salient competencies identified through coding
Competences based in knowledge and development of skills

4. Purpose
To examine the effect of teaching practices in higher education regarding teaching students with exceptionalities on the perceptions of students in those programs of their preparation to work with students with exceptionalities.

5. Research Questions
How do institutions of higher education prepare preservice music educators to teach individuals with exceptionalities?
To what degree do students feel they grasp and can implement the essential competencies for teaching students with exceptionalities outlined by Hammel (2001b)?
Is there a relationship between methods of instruction and students’ perceptions on preparation to work with students with exceptionalities?

6. Participants Criteria for Participation Respondents
Enrolled at institution in Big 10 Conference
Current undergraduate student
Participating in student teaching internship (Spring 2015)
Distributed: 155
Complete: 33 (21.29%)
Representation from 10 of 13 eligible institutions.
Representation for all teaching area and teaching level preferences.

7. Data Collection Questionnaire Questionnaire hosted on SurveyMonkey.com
Researcher-designed
Three Sections
Background
Teaching Competencies
Educational Experiences
Questionnaire hosted on SurveyMonkey.com
Distributed to participants by faculty members at qualifying institutions.

8. Results

9. Educational Experiences
Course Structure
Course Content
Readings, no lecture
1-2 Lectures
Single Unit
Full Semester Course
History of IDEA
IEPs and 504 Plans
Types of Exceptionalities
Instructional Accommodations
Collaborating with Special Educators

11. Educational Experience
“It’s been covered tangentially in several classes, but I’ve never been evaluated on it in any depth before.” -Respondent #19- “...we did not have the opportunity to take a course that incorporates any educational methods for exceptional students unless we elected to...” -Respondent #21- “I don’t have enough experience working with students with exceptionalities. The most helpful experience has been in student teaching.” -Respondent #25-

12. RESULTS: Teaching Competencies
M = SD =  = .98

13. RESULTS: Teaching Competencies
Cronbach’s Alpha
History, Legislation, & Guidelines
.92
Implementing Instruction
.95
Evaluating Students & Instruction
Classroom Environment
.90

14. RESULTS: Teaching Competencies
Preference M
General
Music
41.73
Choir
41.22
Band
39.35
Strings 35
Private
Studio
41.39
Other 43
p > .05 for all values

15. RESULTS: Teaching Competencies
Preference M
Early
Childhood
37.33
Elementary
40.25
Intermediate
39.29
Junior High
38.22
Senior High
38.52
Other
50.67
p > .05 for all values

16. RESULTS: Teaching Competencies
Experience M
Personal Experience
41.93
No Personal Experience
35.69
p < .05 PE x NPE

17. RESULTS: Educational Experience & Teaching Competencies
Experience Provided
41.95
No Experience Provided
35.42
p < .05

18. RESULTS: Educational Experience & Teaching Competencies
No Education Experience
35.42
EE w/ Field Experience
45.63
EE w/o Field Experience
39.69
p < .05 NEE x FE
p = .05 FE x NFE
p > .05 NEE x NFE

19. Findings
Coursework in special education not required (Colwell & Thompson, 2000; Heller, 1994; Salvador, 2010)
Inconsistencies in course offerings, course structure, and course content (Salvador, 2010; Schmidt, 1989)
Active participation in field experience greatly impacts feelings of preparedness (Kaiser & Johnson, 2000; VanWeelden & Whipple, 2005/2007)
Participating in coursework pertaining to the education of individuals with exceptionalities greatly impacts feelings of preparedness (Davila, 2013; Hammel & Gerrity, 2012; Smith & Wilson, 1999; Wilson & McCrary, 1996)

20. Limitations Small response rate; limited generalizability
Indirect communication with respondents
Questionnaire design
Competency statements derived in general music setting.
Statements all positively oriented.

21. Personal Implications
Acknowledging gaps in knowledge pertaining to the education of individuals with exceptionalities.
Continued investigation of the how institutions prepare future music educators to teach individuals with exceptionalities.

22. Professional Implications
Creating of a sequential, research-based course of instruction with a field experience component.
Intentional, sequential integration of material pertaining to the education of individuals with exceptionalities into preexisting coursework.
Adding structured field experience opportunities in inclusive and self- contained settings to preexisting coursework.

23. Michigan State University
Perceptions of Preservice Music Educators Concerning their Preparation to Teach Students with Exceptionalities
For More Information
Ashley G. Moss
Michigan State University