23.7. 1993 Vitoria-Gasteiz / Spain - World Federation of Music Therapy

were presented with a hypothetical scenario in which
they, as teachers, were permitted to admit students or
not admit students to their music class based on
students' indicating the degree to which they
considered each behavior "essential" for a potential new
student to have demostrated prior to being admitted to
class.
Across all respondents, music and social behaviors
were considered more essential for the new nonlabeled
student than for the new student with retardation.
Teachers and pre-service teachers expressed a
greater willingness to teach music and social behaviors
to a student labeled as having retardation than to teach
the same behaviors to a nonlabeled student. In addition,
teachers expressed a greater willngness overall to
teach music behaviors to a new student entering their
classrooms than was expressed by either of the
prospective teacher groups.
981
Subsequent factor analyses revealed a four-factor
structure within the set of 25 social behaviors. The four
factors encompassed classroom routines, emotion and
communication, responses to verbal and nonverbal
cues and directions, and eagerness and involvement in
activities.
El propósito del presente estudio era examinar el efecto
del término "retraso mental" en las expectaciones de
profesores y futuros profesores para con los niños, en
sus clases de música. Los sujetos (N = 336) eran
estudiantes univer-sitarios de educación primaria (n =
95) y profesores de música en escuelas públicas de
primaria (n = 139). Los sujetos fueron presentados con
una situación hipotética en la que ellos, como
profesores, fueron permitidos a admitir o no
estudiantes en sus clases de música basándose en su