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The lived experiences of music teachers with neurodivergent learners in the school music classroom: An Interpretative Phenomenological Analysis
Thesis (MMus)--Stellenbosch University, 2025.
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Stellenbosch : Stellenbosch University
2026
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| _version_ | 1867614124070928385 |
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| access_status_str | Open Access |
| author | Warden, Angus |
| author2 | Rennie-Salonen, Bridget |
| author_browse | Rennie-Salonen, Bridget Warden, Angus |
| author_facet | Rennie-Salonen, Bridget Warden, Angus |
| author_sort | Warden, Angus |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MMus)--Stellenbosch University, 2025. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/134930 |
| institution | Stellenbosch University (South Africa) |
| last_indexed | 2026-06-10T12:47:03.084Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/134930 The lived experiences of music teachers with neurodivergent learners in the school music classroom: An Interpretative Phenomenological Analysis Warden, Angus Rennie-Salonen, Bridget Belcher Van den Berg, Renee Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Music. Thesis (MMus)--Stellenbosch University, 2025. Warden, A. 2025. The lived experiences of music teachers with neurodivergent learners in the school music classroom: An Interpretative Phenomenological Analysis. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/f254697c-ef00-49bd-8975-cc8f348382f3 In global and South African (SA) educational discourse, the inclusion of neurodivergent learners (NDL) in mainstream educational settings is becoming an important focus. Despite existing policies, which advocate for inclusive education (IE), music teachers in SA continue to face barriers to the effective integration of NDL due to the lack of research, training, and support focused on IE in the music classroom. This qualitative study explores the lived experiences of music teachers with NDL in SA school music classrooms. The aim of the research is to better understand music teachers' experiences working with NDL in the music classroom by determining how the teachers address the challenges and foster the strengths of NDL; by identifying the barriers they encounter; and by highlighting the strategies they use to facilitate inclusive music education. Grounded in the neurodiversity paradigm and the strength-based approach (SBA), this study challenges deficit-based models of disability by acknowledging the unique abilities and potential of NDL. The neurodiversity paradigm views neurological differences as a natural variation of human experience rather than disorders that need to be fixed. The SBA further supports this perspective by focusing on the strengths, talents, and capabilities of NDL, rather than their limitations. Data were collected through semi-structured interviews with six full-time school music teachers. The transcripts were analysed using Interpretative Phenomenological Analysis, resulting in five superordinate themes, namely Attitudes, Capacity, Knowledge, Approach, and Experiences, which were supported by 18 subordinate themes. The findings indicate that while some teachers demonstrate interest and commitment to IE, they frequently encounter systemic barriers such as inadequate training, limited resources, and insufficient institutional support. The teachers’ attitudes toward inclusion are influenced by their personal experiences, knowledge, professional development, and the school’s broader inclusive culture. The study also reveals that music teachers who adopt strength-based approaches and flexible teaching strategies tend to experience more success in engaging NDL. The research results underscore the need for targeted professional development programmes that equip music teachers with the IE skills and knowledge necessary for supporting NDL effectively. The study also highlights the importance of fostering a collaborative teaching environment where music educators can share best practices and receive adequate institutional backing. By addressing these gaps, the study contributes to a growing body of literature on inclusive music education and provides insights that may inform policy development and music teacher training programs in SA. The study also advocates for a more nuanced understanding of the challenges and opportunities within inclusive music education. It calls for systemic changes that prioritize teacher preparedness and resource allocation, ensuring that all learners, regardless of being ND, have equitable access to meaningful and enriching music education experiences. Masters 2026-01-29T09:40:18Z 2026-01-29T09:40:18Z 2025-12 Thesis https://scholar.sun.ac.za/handle/10019.1/134930 Stellenbosch University 111 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Warden, Angus The lived experiences of music teachers with neurodivergent learners in the school music classroom: An Interpretative Phenomenological Analysis |
| title | The lived experiences of music teachers with neurodivergent learners in the school music classroom: An Interpretative Phenomenological Analysis |
| title_full | The lived experiences of music teachers with neurodivergent learners in the school music classroom: An Interpretative Phenomenological Analysis |
| title_fullStr | The lived experiences of music teachers with neurodivergent learners in the school music classroom: An Interpretative Phenomenological Analysis |
| title_full_unstemmed | The lived experiences of music teachers with neurodivergent learners in the school music classroom: An Interpretative Phenomenological Analysis |
| title_short | The lived experiences of music teachers with neurodivergent learners in the school music classroom: An Interpretative Phenomenological Analysis |
| title_sort | lived experiences of music teachers with neurodivergent learners in the school music classroom an interpretative phenomenological analysis |
| url | https://scholar.sun.ac.za/handle/10019.1/134930 |
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