Students undertaking higher education music degrees represent a rich tapestry of experiences, cultures and needs. However, equity and inclusion issues related to music students with disability in higher education are frequently addressed in generic ways, and without consultation or consideration of their unique requirements. With limited research available, this qualitative study within an Australian Conservatorium of Music analysed the experiential and situated reflections of 18 music students with disability. Based on our reflexive thematic analysis, we propose that issues related to equity and inclusion for music students in higher education are multi-faceted and interrelated. By foregrounding the participants’ voice, the qualitative themes suggest that enhancements related to disclosure processes, quality of communication and reliability of resources, would fortify equity and inclusion. The findings span the need for reforms at the institutional level, as well as specific professional development for educators and awareness raising amongst the student cohort. Informed by the participants’ lived experience, the findings call for music educators, professional staff and institutional leaders to effectively apply features of inclusive, caring, professional practices so that music students with disability can thrive in higher education.

中文翻译：

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音乐学院隐藏的多样性：对残疾高等教育音乐学生经历的定性调查

攻读高等教育音乐学位的学生代表着丰富的经验、文化和需求。然而，高等教育中与残疾音乐学生相关的公平和包容问题经常以通用方式解决，而没有咨询或考虑他们的独特需求。由于现有研究有限，澳大利亚音乐学院的这项定性研究分析了 18 名残疾音乐学生的体验和情境反映。基于我们的反思性主题分析，我们认为与高等教育中音乐学生的公平和包容性相关的问题是多方面且相互关联的。通过突出参与者的声音，定性主题表明，与披露流程、沟通质量和资源可靠性相关的增强将加强公平和包容性。调查结果涵盖了机构层面改革的需要，以及教育工作者的具体专业发展和学生群体意识的提高。根据参与者的生活经验，调查结果呼吁音乐教育者、专业人员和机构领导者有效地运用包容、关爱和专业实践的特点，使残疾音乐学生能够在高等教育中茁壮成长。