Background: Psychosocial skills developed in an inclusive learning environment can benefit students with intellectual and developmental disabilities (IDD). However, the inclusion of students with disabilities in classroom-based learning environments often remains challenging.
Objective: This multisite, cohort-based observational study, spanning a school year (August-September through May-June), examined the psychosocial development of 60 new musicians—students with IDD who participated in an inclusive school-based instrumental music program with peer mentoring for the first time.
Methods: Students from eight public schools participated in the United Sound instrumental music program for an average of 45 minutes per week throughout the school year. Special education teachers assigned volunteer student musicians, referred to as peer mentors, to work closely with and support new musicians who were trained to play an instrument and perform in ensembles, bands, and orchestras. Peer-mentor training by special education teachers focused on the established United Sound curriculum and three key strategies: Communicate, Modify, and Empower. New musicians underwent psychosocial evaluations conducted by special education teachers familiar with them at the beginning and end of the school year, utilizing a novel, newly developed 10-measure direct observation assessment tool.
Results: Statistically significant findings were noted in pre- and post-tests across all measures. Improvements over the baseline ranged from 8.2% to 29.8%. These include willingness to participate in non-preferred activities (9.8%), peer appropriate communications (9.1%), positive peer interactions (8.2%), empathy (14.6%), appropriate assertiveness (13.0%), impulse control (24.7%), self-confidence (18.8%), pride (13.2%), resilience (24.5%), and the ability to endure stressful environments (29.8%).
Conclusion: This unique, inclusive instrumental music program with peer mentoring should be considered an integral component of the educational framework in all schools, as it has the potential to improve the psychosocial development and the future potential of students with IDD.
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