Centring perspectives of disabled children in music education research

ABSTRACT

There is a need for music education research that uplifts and affirms disabled children by exploring their perceptions of participation in musical experiences in music classrooms. The purpose of this position paper is to a) define what it means to centre perspectives of disabled children, b) provide a rationale for centring perspectives of disabled children in music education research, c) describe and explore reasons why researchers often overlook the perspectives of disabled children, and d) provide information about best practices to centre the perspectives of disabled children in music education research. We highlight ideas for including disabled children in research from the fields of music education, disability studies, and music therapy. Recommendations include applications of participatory research, interviews with children, the Mosaic approach, and the In-The-Picture approach. By centring the perspectives of disabled children, researchers can learn a great deal and work to engage in anti-oppressive research practices.

KEYWORDS:

• Disability
• children
• inclusion
• qualitative research
• participatory research

Acknowledgement

The authors would like to thank Dr Mara E. Culp for sharing relevant articles on children's perspectives and Dr Judith A. Jellison for inspiration and encouragement.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Olivia Swedberg Yinger

Olivia Swedberg Yinger is the Lucille Caudill Little Associate Professor and Chair of Music Therapy at the University of Kentucky in Lexington, KY, USA. Their research focuses on improving health and well-being for children and families in healthcare settings, schools, at home, and in the community.

Martina Vasil

Martina Vasil is Associate Professor of Music Education and Director of Graduate Studies in the School of Music at the University of Kentucky. She directs the summer music education programme, which has included a course for K–12 music teachers working with disabled children.

Alaina Sheridan

Alaina Sheridan is a graduate teaching assistant pursuing a Master of Music in Music Therapy and a graduate certificate in Diversity, Equity, and Inclusion at the University of Kentucky. She works as a Board-Certified Music Therapist with Wellness MTC and a preschool music provider in Lexington, Kentucky.