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Music Listening as an Academic Accommodation for College Students with Disabilities

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ABSTRACTMost colleges1 do not advertise all accommodations that are available to students nor do all institutions offer the same accommodations. This can be seen in instances where some universities allow students to listen to music during testing. Music has been shown to benefit students with various disabilities and help with focus and stress reduction, but…

ABSTRACTMost colleges1 do not advertise all accommodations that are available to students nor do all institutions offer the same accommodations. This can be seen in instances where some universities allow students to listen to music during testing. Music has been shown to benefit students with various disabilities and help with focus and stress reduction, but this accommodation is not readily accessible to students. Music and accommodations, in general, are still viewed as predominantly “privileges” or “advantages” rather than rights promoting equity, diversity, inclusion for all students, and improved testing environments. Obtaining accommodations is based on the dominant medical model which emphasizes impairments rather than accessibility during the registration process. This research examines disability office websites for 50 land grant colleges across the United States to determine if listening to music is listed as a testing accommodation and the accessibility of that information. Of the 50 colleges, five universities had “listening to music during exams or tests” on their websites, and three of the five had the information in the faculty or student handbook, not easily accessible. Only two universities, Virginia Tech, and Washington State University, had information about music listening on their disability website. Future research should address the problem of “accommodations” versus “accessibility” as a right including the inconsistency of finding accommodation information such as listening to music during testing. 1 The terms college(s) and university(ies) will be used interchangeably throughout
ContributorsGarcia, Isaac Chance (Author) / Oliverio Lauderdale, Annamaria (Thesis advisor) / Hlava, Terri (Committee member) / Arzubiaga, Angela (Committee member) / Arizona State University (Publisher)
Created2024
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Teacher training to support refugee students in Maricopa County, AZ schools

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The United States is currently the world's largest reception and placement country of the nearly 22 million refugees worldwide. Of the numbers of refugees resettled, almost half of them are under the age of 18 and are arriving in American schools having experienced trauma, stress, and limited education during…

The United States is currently the world's largest reception and placement country of the nearly 22 million refugees worldwide. Of the numbers of refugees resettled, almost half of them are under the age of 18 and are arriving in American schools having experienced trauma, stress, and limited education during the conflict in their home country. Teacher experiences with refugee students can have a profound effect on the way refugee children feel they are received in the school community. Drawing on previous studies that emphasize the challenges that refugee students face, this thesis looks at the training that teachers receive that prepares them to work with refugee students in public schools in Maricopa County, Arizona. Through a review of the literature and data collected from teacher and former refugee student interviews, this research explores what teachers know and need to know to teach refugee students successfully. Innovative practices that teachers employ are also highlighted, and recommendations for further research, policy, and practice are provided.
ContributorsHenderson, Joanna (Author) / Schugurensky, Daniel, 1958- (Thesis advisor) / Arzubiaga, Angela (Thesis advisor) / Androff, David (Committee member) / Arizona State University (Publisher)
Created2017