Adapting the music curriculum for senior secondary students with intellectual disabilities in Hong Kong: Content, pedagogy and mindsets

Marina W Y WONG*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

Why should bringing the power of music into student learning be a challenge-even more so when the class comprises students deemed in need of special education? To address this question, three case studies are presented of Hong Kong special schools music teachers experienced in teaching students with intellectual disabilities at senior secondary level. Findings suggest that behind individual teacher variations to the standardised music curriculum lie not only rigid pedagogies, but also limited implementation strategies and hence mindsets of low expectations of special education students' music learning. This predictive and prescriptive approach to student learning is here challenged by an alternative view that, to successfully aid special education students, it is helpful if teachers reflect first on what learning is like for these students.

Original languageEnglish
Pages (from-to)71-87
Number of pages17
JournalMusic Education Research
Volume17
Issue number1
DOIs
Publication statusPublished - 2 Jan 2015

Scopus Subject Areas

  • Education
  • Music

User-Defined Keywords

  • case study
  • Music curriculum
  • pedagogy
  • special education
  • teaching

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