Mindset Matters: How Band Directors’ Attitudes Toward People With Intellectual Disabilities Affect Instructional Practices

Abstract

This mixed-method study investigated band directors’ attitudes toward individuals with intellectual disabilities and the influence of these attitudes on teaching practices. Our research questions were as follows: (a) What are Texan band directors’ participant attitudes toward people with intellectual disabilities as determined by the Attitudes Toward Intellectual Disability survey? (b) How do participants describe their perceptions regarding the influence of knowing people with intellectual disabilities on their teaching practice? (c) How do band directors describe their preparation for teaching students with disabilities through pre- and inservice teacher education? Findings indicated generally positive attitudes among participants and seemed to align with Allport’s contact theory, suggesting that personal relationships and shared goals can positively shape perceptions. Key influences included perceptions of students, educator identity, personal connections, instructional support, and preservice preparation—factors that collectively inform how directors include and support students with disabilities in band.