Abstract
The purpose of the study was twofold: (a) to examine the impact of P.L. 94-142 on the secondary instrumental music programs in the State of Florida and (b) to investigate the opportunities for exceptional students to participate in secondary instrumental music in Florida twenty years after P.L. 94-142.The population for this study included Florida instrumental music teachers at the secondary level (middle/junior and senior high schools), both private and public schools. Data were gathered via a questionnaire. The 346 respondents to the survey included individuals from 52 of the 67 school districts in Florida.Essentially, the study revealed the following: (1) Gifted and talented students had greater opportunities to elect instrumental music than did students with other exceptionalities. (2) Current practices for placing an exceptional child in a secondary instrumental music class were based primarily on student interest and talent or ability. (3) Most respondents made modifications in their goals and objectives for exceptional students. (4) Most respondents reported using alternative criteria for exceptional learners. (5) Discipline and class size were most often indicated as instructional problems by secondary instrumental music teachers. (6) Inappropriate placement was perceived as the major problem with respect to support services. (7) The respondents were almost equally divided on whether the musical progress of the non-handicapped was compromised by the presence of the handicapped students.