Experiences of Stakeholders in a Full-Inclusion Secondary Instrumental Ensemble

In this phenomenological case study, we explored stakeholder experiences in a full-inclusion secondary instrumental ensemble, examining perspectives from students with disabilities, their caregivers, and both music and special educators. Through interviews and observations of nine participants, our research revealed three key themes: (a) intersecting and varying value systems, (b) a platform of mutual empowerment, and (c) increased teacher self-efficacy and student joy. Whereas students primarily valued peer interactions and musical engagement, caregivers emphasized socialization opportunities and life skill development, and educators focused on musical progress and advocacy. We also emphasized the importance of collaboration between special educators and music teachers and the role of peer support in fostering an inclusive environment. These findings suggest that full-inclusion instrumental programs may provide meaningful experiences for all stakeholders while supporting musical and personal growth. This research contributes to the limited literature on secondary instrumental music inclusion programs and may provide insights for music educators seeking to implement similar programs.