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ERIC Number: EJ1164052
Record Type: Journal
Publication Date: 2018
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1063-2913
Tensions and Perplexities within Teacher Education and P-12 Schools for Music Teachers with Visual Impairments
Parker, Elizabeth Cassidy; Draves, Tami J.
Arts Education Policy Review, v119 n1 p42-52 2018
We have written this article seeking to connect societal perceptions of disability with P-12 schools and higher education institutions toward the goal of greater understanding and equitable employment opportunities for music teachers with disabilities, specifically teacher candidates with visual impairment. In our investigation, we examine the following questions: (a) How have special education programs within P-12 schools, universities, and schools of music reflected societal perceptions of persons with disabilities and how do those in turn influence perceptions of teacher candidates? (b) How have the "essential functions" of teaching been articulated by accreditation programs and what tensions arise when music teachers with visual impairments are considered for employment? and (c) What are potential ways forward for P-12 education, teacher education programs, and schools of music? To disrupt binaries between able and disabled in schools, we recommend embracing a broader, interdependent view of music education, one that is defined by and includes all teaching professionals and school communities. Additionally, we support recruitment of teacher candidates with disabilities to music education programs and consistent advocacy through matriculation and job placement to encourage entry into P-12 schools.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A