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Music for All: Including young people with intellectual disability in a university environment
Daphne Rickson1, Penny Warren1
1Victoria University of Wellington, New Zealand.
Journal of Intellectual Disabilities : JOID
|April 5, 2017
Summary
This study explored a creative music course for young people with intellectual disability. Findings show a need for structured activities to promote wider university inclusion beyond the music room.
Area of Science:
- Education
- Disability Studies
- Music Therapy
Background:
- Continuing education courses aim to foster inclusion for young people with intellectual disability in university settings.
- Initiatives to promote diversity in student cohorts may not always achieve broad representation.
Purpose of the Study:
- To investigate the outcomes of a creative music making course designed for the inclusion of young people with intellectual disability.
- To identify barriers and facilitators to wider university engagement for this student group.
Main Methods:
- Qualitative investigation of a continuing education course.
- Analysis of student participation and interaction within the university environment.
Main Results:
- Course enrolments were predominantly students with intellectual disability, despite diversity efforts.
- Students valued the university setting but primarily engaged in group music-making, with limited interaction with the wider university community.
- Participants without disabilities recognized the importance of addressing barriers to broader inclusion.
Conclusions:
- Future continuing education courses should incorporate specific activities to facilitate interaction between students with intellectual disability and typical students.
- Structured integration into university classes and wider campus activities is recommended for enhanced inclusion.
- Careful consideration of mediating social interactions is necessary when designing inclusive university programs.