Date of Award
5-1-2026
Document Type
Thesis
Degree Name
M.A. in Philosophy
First Advisor
Donovan Wishon
Second Advisor
Robert Barnard
Third Advisor
Katherine Moses
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
The purpose of this study was to investigate secondary-level band directors’ perception of preparedness to teach learners with exceptional needs in Mississippi. The study examined college and university music curricula to identify the number of courses that prepare future music educators to teach learners with exceptional needs. The researcher developed a survey that included questions about respondents' years and types of teaching experience, educational preparation in exceptional education, the level of instructional support available for accommodating students in band classes, and the impact disabilities have on learning and performance in instrumental music. Findings provided insight into how well pre-service and in-service training equips band directors to authentically meet the needs of students with exceptionalities. The results may guide university curriculum revisions, professional associations, and school districts in designing targeted professional development opportunities, as well as contribute to the overall literature on music teacher preparedness for inclusion. Ultimately, the most critical impact lies in improving educational outcomes for students with exceptional needs.
Recommended Citation
Le, Phuong, "The Unreliable Narrator: Mnemic Causation And The Reconstructive Self" (2026). Electronic Theses and Dissertations. 8844.
https://egrove.olemiss.edu/etd/8844