Date

12-16-2025

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Jessica Frerich

Keywords

Autism Spectrum Disorder, Music Education, Inclusion Classroom, Inclusion Education, Self-Contained Classroom, Strengths-Based Approaches

Disciplines

Education

Abstract

Many teacher preparation programs include coursework in special education; however, music educators often begin their careers without adequate training to effectively teach students with special needs, particularly those with Autism Spectrum Disorder (ASD). Music can serve as a vital avenue for communication and belonging for students with ASD, underscoring the importance of inclusive choral education as a research focus. A review of existing literature revealed a gap in pedagogical preparation and a lack of attention to inclusive practices in secondary choral classrooms. Although specialized training could enhance educators’ understanding of how students with ASD learn and thrive, further research is needed to explore how music educators can create inclusive, supportive, and enriching learning environments. This qualitative phenomenological study investigated the strategies, challenges, and perceptions surrounding the implementation of inclusive practices in secondary choral settings. The research explored the lived experiences of thirteen secondary choral educators through a demographic survey and open-ended questionnaire. The study explicitly aligns with the exploration of the lived experiences and perceptions of thirteen secondary choral educators. Findings identified key themes that illustrate current instructional approaches and the realities of inclusive music education. This study contributes to the growing body of research providing practical guidance and a deeper understanding of how students with ASD can successfully engage in secondary choral settings.

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