Universal Design for Learning in a Music Camp: Perspectives and Musical Self-Efficacy of Children With Disabilities

Abstract

The purpose of this qualitative study was to evaluate a summer music camp, designed using principles of Universal Design for Learning, for children with disabilities. Data included one parent–child group interview, a children’s musical self-efficacy rating scale, children’s drawings, and children’s explanations of their drawings. Participants were elementary school children with disabilities (n = 4) and their mothers (n = 4). The children were all male, aged 5 to 8 years. Three children had Autism Spectrum Disorder; one had a diagnosis not specified by his mother. Three themes for children’s perceptions of the camp (social interaction/play, enjoyment of making music, and positive representation) and three themes for parents’ perceptions (camp structure, camp teachers, and benefits for the children) emerged. Musical self-efficacy ratings did not change, but the children’s explanations of the sources of musical self-efficacy indicated that two children may have experienced positive changes in musical self-efficacy.

Keywords

accessibility disability self-efficacy summer music camp universal design for learning

Get full access to this article

View all access options for this article.

References

Adamek

M. S.

Darrow

A. A.

(2018). Music in special education (3rd ed.). American Music Therapy Association.

Bandura

(2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38(1), 9–44. https://doi.org/10.1177/0149206311410606

Bosacki

Francis-Murray

Pollon

D. E.

Elliott

(2006). “Sounds good to me”: Canadian children’s perceptions of popular music. Music Education Research, 8(3), 369–385. https://doi.org/10.1080/14613800600957495

Brown

L. S.

Benigno

J. P.

Geist

(2018). Come together: Music therapy and speech-language pathology students’ perspectives on collaboration during an inclusive camp for children with ASD. Music Therapy Perspectives, 36(1), 17–25. https://doi.org/10.1093/mtp/mix017

Carpio de los Pinos

Soto

A. G.

Martin Conty

J. L.

Serrano

R. C.

(2020). Summer camp: Enhancing empathy through positive behavior and social and emotional learning. Journal of Experiential Education, 43(4), 398–415. https://doi.org/10.1177/1053825920923382

CAST. (2022a). About universal design for learning. https://www.cast.org/impact/universal-design-for-learning-udl

CAST. (2022b). Providing multiple means of engagement. https://udlguidelines.cast.org/engagement

Creswell

J. W.

(2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE.

Darrow

A. A.

(2010). Music education for all: Employing the principles of universal design to educational practice. General Music Today, 24(1), 43–45. https://doi.org/10.1177/1048371310376901

10.

Darrow

A. A.

(2016). Applying the principles of universal design for learning in general music. In Abril

C. R.

Gault

B. M.

(Eds.), Teaching general music (pp. 308–326). Oxford University Press.

11.

D’Eloia

M. H.

Sibthorp

(2014). Relatedness for youth with disabilities: Testing a recreation program model. Journal of Leisure Research, 46(4), 462–482. https://doi.org/10.1080/00222216.2014.11950337

12.

Devine

M. A.

O’Brien

M. B.

(2007). The mixed bag of inclusion: An examination of an inclusive camp using contact theory. Therapeutic Recreation Journal, 41(3), 201–222.

13.

Dockett

Perry

Kearney

(2013). Promoting children’s informed assent in research participation. International Journal of Qualitative Studies in Education, 26(7), 802–828. https://doi.org/10.1080/09518398.2012.666289

14.

Draper

E. A.

(2019). Meaningful connections: Making inclusion work. General Music Today, 32(2), 31–33. https://doi.org/10.1177/1048371318809969

15.

Engel-Yeger

Weissman

(2009). A comparison of motor abilities and perceived self-efficacy between children with hearing impairments and normal hearing children. Disability and Rehabilitation, 31(5), 352–358. https://doi.org/10.1080/09638280801896548

16.

Farrand

Wild

T. A.

Hilson

M. P.

(2016). Self-efficacy of students with visual impairments before and after participation in an inquiry-based camp. Journal of Science Education for Students with Disabilities, 19(1), 50–60. https://scholarworks.rit.edu/jsesd/vol19/iss1/5/

17.

Glesne

(2006). Becoming qualitative researchers: An introduction (3rd ed.). Pearson.

18.

Gooding

Hudson

Yinger

(2013). Students with special needs in the 21st century music classroom: Practices and perceptions of Orff- and non-Orff trained educators. Approaches: Music Therapy & Special Music Education, 5(2), 166–174. https://approaches.gr/students-with-special-needs-in-the-21st-century-music-classroom-practices-and-perceptions-of-orff-and-non-orff-trained-educators-lori-gooding-michael-hudson-olivia-yinger/

19.

Goodwin

D. L.

Staples

(2005). The meaning of summer camp experiences to youths with disabilities. Adapted Physical Activity Quarterly, 22(2), 160–178. https://doi.org/10.1123/APAQ.22.2.160

20.

Hendricks

K. S.

(2014). Changes in self-efficacy beliefs over time: Contextual influences of gender, rank-based placement, and social support in a competitive orchestra environment. Psychology of Music, 42(3), 347–365. https://doi.org/10.1177/0305735612471238

21.

Hewitt

M. P.

(2015). Self-efficacy, self-evaluation, and music performance of secondary-level band students. Journal of Research in Music Education, 63(3), 298–313. https://doi.org/10.1177/0022429415595611

22.

Jellison

J. A.

(2015). Including everyone. Oxford University Press.

23.

Jellison

J. A.

Taylor

D. M.

(2007). Attitudes toward inclusion and students with disabilities: A review of three decades of music research. Bulletin of the Council for Research in Music Education, 172, 9–23. https://www.jstor.org/stable/40319362

24.

Jodrell

(2010). Social-identity and self-efficacy concern for disability labels. Psychology Teaching Review, 16(2), 111–121. https://files.eric.ed.gov/fulltext/EJ920105.pdf

25.

Kondracka-Szala

Vasil

(2021). Polish and American preschool children’s preferences and perceptions of popular music [Unpublished manuscript]. Department of Early School and Pre-School Pedagogy, University of Wrocław and Department of Music Education and Music Therapy, University of Kentucky.

26.

Lowrey

K. A.

Hollingshead

Howery

Bishop

J. B.

(2017). More than one way: Stories of UDL and inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 42(4), 225–242. https://doi.org/10.1177/1540796917711668

27.

Margolis

Mccabe

P. P.

(2006). Improving self-efficacy and motivation: What to do, what to say. Intervention in School and Clinic, 41(4), 218–227. https://doi.org/10.1177/10534512060410040401

28.

Ogu

O. C.

Umunnah

J. O.

Nwosu

K. C.

(2016). Disability types, self-efficacy, and attitude to participate in physical activity in children with disabilities: A pilot study. Palaestra, 30(4), 25–32. https://js.sagamorepub.com/palaestra/article/view/8038

29.

Rickson

D. J.

(2014). The relevance of disability perspectives in music therapy practice with children and young people who have intellectual disability. Voices: A World Forum for Music Therapy, 14(3). https://doi.org/10.15845/voices.v14i3.784

30.

Ritchie

Williamon

(2010). Measuring distinct types of musical self-efficacy. Psychology of Music, 39(3), 328–344. https://doi.10.1177/0305735610374895

31.

Schunk

D. H.

(1985). Participation in goal setting: Effects on self-efficacy and skills of learning-disabled children. Journal of Special Education, 19(3), 307–317. https://doi.org/10.1177/002246698501900307

32.

Seidman

S. E.

(2011). Interviewing as qualitative research: A guide for researchers in education and the social sciences (3rd ed.). Teachers College Press.

33.

Shouldice

H. N.

(2014). Elementary students’ definitions and self-perceptions of being a “good musician.” Music Education Research, 16(3), 330–345. https://doi.org.10.1080/14613808.2014.909396

34.

Tabassam

Grainger

(2002). Self-concept, attributional style and self-efficacy beliefs of students with learning disabilities with and without attention deficit hyperactivity disorder. Learning Disability Quarterly, 25(2), 141–151. https://doi.org/10.2307/1511280

35.

Wilson

J. D.

(2017). Reimagining disability and inclusive education through universal design for learning. Disability Studies Quarterly, 37(2). https://dsq-sds.org/article/view/5417/4650

36.

Zhang

Haller

(2013). Consuming image: How mass media impact the identity of people with disabilities. Communication Quarterly, 61(3), 319–334. https://doi.org/10.1080/01463373.2013.776988

37.

Zwicker

J. G.

Harpreet

Sodhi

Karkling

Paul

Hilliard

Jarus

(2015). Effectiveness of a summer camp intervention for children with developmental coordination disorder. Physical & Occupational Therapy in Pediatrics, 35(2), 163–177. https://doi.org/10.3109/01942638.2014.957431

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.14 MB

0.02 MB

0.30 MB

0.05 MB