Date
8-29-2025
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
Brian Stiffler
Keywords
visual impairment, accessibility, inclusion, instrumental ensembles, music education, band
Disciplines
Music | Special Education and Teaching
Recommended Citation
Kerner-Durling, Nancy J., "Perceptions of Students with Visual Impairments on the Current State of Diversity, Equity, Inclusion, Access, and Belonging in Public School Secondary Instrumental Ensembles" (2025). Doctoral Dissertations and Projects. 7410.
https://digitalcommons.liberty.edu/doctoral/7410
Abstract
This qualitative research study examines the experiences and perceptions of students with visual impairments on diversity, equity, inclusion, access, and belonging (DEIAB) in secondary instrumental music ensembles. Despite the emergence of DEIAB initiatives in music education, little is known about how these initiatives are implemented for students with visual impairments in secondary instrumental music programs, as this topic has not yet been explored or documented due to the low incidence of this disability. Data was collected through interviews of former students with visual impairments between the ages of eighteen and twenty-two who attended public schools between the ages of twelve and eighteen and participated in secondary instrumental ensembles. An in-depth analysis revealed four central themes: inclusion, accessibility, support, and student perceptions. Results suggest that students’ perceptions of their experiences directly correlate to director attitudes and actions. While results suggest that access to adapted materials and instructional techniques may improve student perceptions of DEIAB in secondary instrumental ensembles, this does not mean that appropriate adaptations and instruction are identical for all students with visual impairments. Implications of this study advance the notion of belonging in music classrooms. They may create a better understanding of the systemic obstacles to full and meaningful participation in secondary instrumental ensembles. The results can provide insights and empower music educators and special education teachers with resources for enhancing their ability to support students with visual impairments and eliminate barriers to DEIAB and participation in secondary instrumental ensembles.
