A multiple case study of the ensemble experiences of three collegiate brass instrumentalists with physical disabilities

Abstract

This qualitative multiple case study was designed to investigate the experiences and the perceptions of three different collegiate brass instrumentalists with physical disabilities. I sought to discern the meaning of inclusion to students with disabilities and the state of current inclusive practices. I also sought to understand their challenges as collegiate brass instrumentalists with disabilities, their experiences and perceived reality in an educational setting with ensemble directors and other students, and the source of their motivation to persist in instrumental ensembles. This study was guided by two main research questions. The first main question was: (1) What are the perceptions of collegiate brass instrumentalists with physical disabilities regarding participation in instrumental large ensembles? The related sub-questions were: (a) What challenges do these students encounter? (b) What characterizes their interactions with peers, teachers, and family? The second main question was: (2) What influences collegiate brass instrumentalist students with physical disabilities to persist in instrumental ensembles? Data were collected through semi-structured interviews with eight participants which included three collegiate brass instrumentalists, three ensemble directors, and two parents. Participants were selected through purposive and snowball sampling procedures. Through the analysis of the narratives of the participants, the key themes that emerged across all three cases included: (a) open communication is key, (b) the importance of a sense of belonging in the ensemble, and (c) motivation comes from music-making through equal opportunity and personal connection.