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.
|Number of pages||17|
|Journal||Music Education Research|
|Publication status||Published - 2 Jan 2015|
Scopus Subject Areas
- case study
- Music curriculum
- special education