Research and practice related to inclusion and the growth of disabled learners/learners with disabilities (DL/LwDs) are shaped by the, sometimes unacknowledged, ideological frameworks of researchers and practitioners, as well as of learners and their peers/community members (e.g., Brantlinger, 1997; 2006; Lubet, 2011a; Rathgeber, 2019). Disability Studies, a relatively new academic field, provides different frameworks that may help scholars and practitioners to identify and challenge unacknowledged assumptions, identify barriers for participation and agency, as well as to craft new teaching practices and music making techniques along with DL/LwDs. In this chapter, we share findings and on-going analysis from a professional learning community (PLC) project in which preservice music education majors and music teacher educators explored Disability Studies literature and topics. We explore topics, including, but not limited to, models of disability (e.g., Oliver, 2013; Kuppers, 2009; Lubet, 2011b; Shakespeare, 2013), identity (e.g., Egner, 2019; Murugami, 2009), agency (e.g., Abramo & Pierce, 2013; Cameron, 2013), and disability justice (Sins Invalid, 2013; 2020) to consider, critique, and create more accessible, adaptive, agentic, and meaningful music making and music learning experiences for and with DL/LwDs. Specifically, we explore three frameworks--individual, social, and interactional (Rathgeber, 2019) and demonstrate their use to consider and critique common ideas and practices (i.e., label-based methods, adaptive technology, and social mainstreaming) in order to collaborate with DL/LwDs in crafting meaningful music making and music learning experiences. We also share broad lessons that one can learn through Disability Studies, including the role of dis/comfort as an educator, the importance of community, challenging ableist notions of “excellence,” and moving from performing to being/becoming inclusive. We conclude by sharing resources and ideas for the reader's further exploration and development related to Disability Studies and Music Education.
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Brantlinger, E. (2006). Conclusion: Whose Labels? Whose Norms? Whose Needs? Whose Benefits?. In E. Brandlinger (Ed)., Who Benefits From Special Education? (pp. 247-262). Routledge.
Brantlinger, E. (1997). Using ideology: Cases of nonrecognition of the politics of research and practice in special education. Review of educational research, 67(4), 425-459.
Cameron, C. (Ed.). (2013). Disability studies: A student's guide. SAGE.
Egner, J. E. (2019). “The disability rights community was never mine”: Neuroqueer disidentification. Gender & Society, 33(1), 123-147.
Kuppers, P. (2009). Toward a rhizomatic model of disability: Poetry, performance, and touch. Journal of Literary & Cultural Disability Studies, 3(3), 221-241.
Lubet, A. (2011a). Disability rights, music and the case for inclusive education. International Journal of Inclusive Education, 15(1), 57-70.
Lubet, A. (2011b). Music, disability, and society. Temple University Press.
Murugami, M. W. (2009). Disability and identity. Disability studies quarterly, 29(4).
Oliver, M. (2013). The social model of disability: Thirty years on. Disability & society, 28(7), 1024-1026.
Rathgeber, J. (2019). Troubling disability: Experiences of disability in, through, and around music. Unpublished doctoral dissertation. Arizona State University, Tempe, AZ.
Shakespeare, T. (2013). Disability rights and wrongs revisited. Routledge.
Sins Invalid. (2019). Skin, tooth, and bone: The basis of movement is our people - A disability justice primer (2nd ed.). Sins Invalid.
Sins Invalid. (2020, June 16). What is disability justice? Sins Invalid. https://www.sinsinvalid.org/news-1/2020/6/16/what-is-disability-justice.