The Effect of an Immersive Inclusive Experience on Preservice Music Educators’ Perspectives about Inclusive Education

This mixed methods study explored the effects of an immersive and inclusive choir experience on music education students' attitudes and self-efficacy regarding inclusive education practices. The participants, 35 junior- and senior-level music education majors from a large Midwestern public university, were divided into two groups: 18 seniors enrolled in a required “Music and Special Education” course and 17 juniors who were enrolled in the semester immediately preceding this required course. Participants’ beliefs, feelings, and teaching intentions were collected using a modified version of the Multidimensional Attitudes toward Inclusive Education Scale (MATIES) Mahat (2008). Following the immersive experience, preservice educators reflected on the experience as participants and future educators. Results showed no statistically significant differences in beliefs, feelings, teaching intentions, and overall attitudes between the juniors and seniors. However, seniors reported a significant increase in self-efficacy in teaching music to students with disabilities. Additionally, no significant differences were found among seniors who chose between traditional and immersive course completion options.