Effects of Information on Elementary Band Students' Attitudes Toward Individuals with Special Needs

The purpose of this study was to assess elementary music students' attitudes toward individuals with disabilities and compare potential methods of altering these attitudes. An adapted Disability Factor Scale was initially administered to four elementary school bands who would be attending the same junior high where an individual with a hearing impairment was to be mainstreamed. Prior to the second administration, each school participated in a different preparation: (a) normal rehearsal, (b) videotape of individuals with disabilities anticipating in music activities, (c) videotape with disability label provided, and (d) videotape, label, and attribution of successful music participation. Examination showed a 1.00 point difference between highest and lowest rated disabilities on a 6-point scale. Females demonstrated a more positive attitude than males for 6 of the disabilities. Rank ordering indicated similarities between genders with visual scars most accepted and visual impairments, amputation, and epilepsy least accepted. Results of the second administration showed no differences among schools. Of the 10 disabilities addressed on the questionnaire, four were portrayed on the videotape. Scores for students who viewed the videotape showed no difference between means for statements referring to disabilities that were viewed versus those not viewed.