Tensions and perplexities within teacher education and P–12 schools for music teachers with visual impairments

ABSTRACT

We have written this article seeking to connect societal perceptions of disability with P–12 schools and higher education institutions toward the goal of greater understanding and equitable employment opportunities for music teachers with disabilities, specifically teacher candidates with visual impairment. In our investigation, we examine the following questions: (a) How have special education programs within P–12 schools, universities, and schools of music reflected societal perceptions of persons with disabilities and how do those in turn influence perceptions of teacher candidates? (b) How have the essential functions of teaching been articulated by accreditation programs and what tensions arise when music teachers with visual impairments are considered for employment? and (c) What are potential ways forward for P–12 education, teacher education programs, and schools of music? To disrupt binaries between able and disabled in schools, we recommend embracing a broader, interdependent view of music education, one that is defined by and includes all teaching professionals and school communities. Additionally, we support recruitment of teacher candidates with disabilities to music education programs and consistent advocacy through matriculation and job placement to encourage entry into P–12 schools.

KEYWORDS:

• Essential functions
• students with disabilities
• teacher education
• teachers with disabilities
• visual impairment

Note

Notes

1. We use the term persons with disabilities to remain consistent with the United Nations 2006 Convention on the Rights of Persons with Disabilities and U.S. legislation. Following a social modelist view, we believe that what individuals may have are impairments, and that obstacles erected by society disables individuals.