School of Music


Doctor of Music Education (DME)


Monica Taylor


Mainstreaming, Music Education, Students with Multiple Disabilities, Stress, Conservation of Resources Theory, Resources




The purpose of this study was to examine two previous studies, which concluded that music educators felt stressed about mainstreaming students with disabilities. Using applied research method, a twenty-five-item questionnaire, created by the current researcher, was conducted, and six general music educators participated answering twenty-five categorized questions. The questions were divided into three sections: background, teaching context, and stress. The study examined current resources for music educators’ while working in a mainstreaming setting with students with disabilities. The scores indicated a moderate to high stress level in the classroom due to the lack of resources provided. A mean was found in relation to teacher stress based on a scale of one through ten to score a 6.16. Implementing the conservation of resources theory, the researcher assessed if the stress level of mainstreaming students relates to music educators’ access to resources. The results of the study indicated that stress levels due to the lack of resources differed amongst the six participants. Five out of the six suggested more resources would be helpful, although one stated he or she maintains access to sufficient resources. Participants indicated a need for more professional development and indicated various levels of stress while mainstreaming students with multiple disabilities. However, the six participants indicated a level of stress due to a lack of various types of resources. The common theme among all participants was the lack of involvement in the individual education plan for their students.

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