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Students with disabilities represent a group of the population subject to "othering" (Kalymon et al., 2010); that is, being set apart from neurotypical students because of their disabilities. Within the realm of instrumental music, this treatment has followed the pattern of prejudice noted by Allport (1954). Band directors have resisted inclusion (Haywood, 2006; Hourigan, 2007a; McKee, 2011) and used tactics designed to discourage students with disabilities from continuing in band programs (Hammel & Hourigan, 2017). Lack of preparation to teach students with disabilities in a musical setting has been noted in the research as one factor inhibiting inclusion (Heller, 1994; Linsenmeier, 2004; McCord & Watts, 2010; VanWeelden & Whipple, 2014b). Viewed through the lens of Allport's (1954) work on prejudice, though, the patterns of inconsistent inclusion in the music room may be explained by a subconscious mentality in which the instructor is "othering" a student with special needs, rendering them less teachable than students who present as typical musicians. Allport's contact theory is used to provide a deeper understanding of the possible reasons behind these educational inequalities. This study used the Attitudes Towards Intellectual Disabilities (Morin et al., 2019a) protocol to assess the attitudes of Texan band directors (N = 49) towards people with intellectual disabilities. Allport's (1954) contact theory was then used as a lens to investigate the formation of these attitudes. In open-ended interviews, six band directors shared their stories about their teaching, their preparation, and the people in their lives who shaped their attitudes about people with intellectual disabilities. Contact with people with intellectual disabilities was noted as a factor in the formation of their attitudes towards their own students with disabilities. These music educators discussed creating inclusive environments and fostering equity among all students in their programs. Four university professors shared their own stories, and how they have built programs to not only prepare future music educators, but to provide them the opportunity to experience contact with students with disabilities before graduation. Looking to close the gaps in education noted in the research, these professors have sought to change the nature of music education by changing the perception of who can learn music. Incorporating direct instruction and meaningful contact with students with disabilities, these professors have found success in increasing a positive attitude towards people with intellectual disabilities in their graduating students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Compared to all students with exceptionalities, people with intellectual disabilities (InD) have the poorest outcomes after high school regarding employment rate, advancement in education, and independent living (Hart et al., 2006). "Financial, legislative, and philosophical support for post-secondary education (PSE) programs for individuals with InD have resulted in significant increases in the number of such programs offered across the country" (Plotner & Marshall, 2015, p.58). In recent years, more Florida colleges have started offering PSE programs for people with InD since the reauthorization of the Higher Education Opportunity Act (HEOA). There have been research studies that give insight to the experiences of faculty, family/caregivers, college mentors, high school students with InD, and college students without intellectual disabilities who might possibly have other disabilities, (Carey, 2019; Corby et al., 2020; Farley, 2014; Fekete, 2013; Fisher, 2008; Griffin et al., 2010; Hampton & Xiao, 2009; Izzo & Shuman, 2013; May, 2012; & Sheen, 2017); however, there is a notable scarcity of research focusing on the experiences and post-college program outcomes of people with InD from their perspective. This qualitative research, using a multiple method approach, provides a unique and insightful exploration of the participants' narratives through a semi-structured interview that employed photo elicitation. The researcher collected stories from each participant detailing their lived college experiences and program outcomes. The photographs provided by the participants were used in the interview to facilitate conversation and increase understanding of the impact that their college experience had on their lives. Overall, participants overwhelmingly convey positive sentiments regarding their college experiences, emphasizing the acquisition of valuable resources, opportunities for personal growth, and robust support systems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]