Maggie Racine

Abstract

In an effort to make the activity of marching band more inclusive to students with
504s, IEPs, and/or disabilities, this project sought to compile resources of inclusive
practices and differentiated instructional strategies specific to marching band. A
13-question survey was designed and administered to music educators with any
experience directing a high school marching band. Directors described numerous
different strategies for implementing IEP accommodations and using show more differentiated
instruction in marching band. Knowing the needs of the student was the largest
commonality throughout the strategies listed. An overwhelming majority of
respondents noted social benefits when in their students with disabilities who
participate in marching band. Participants were asked what they would do differently
to include students with disabilities, and the most common answers were to
collaborate earlier and keep open communication. This project found that many
resources are available to directors looking to provide an inclusive experience
including other educators, special education staff, and parents. However, one of the
biggest and most important resources available to directors is their students. A
poignant survey response noted that the best resource comes from asking the student a
very simple question: “Hey, what can I do for you?” show less