Teaching students with special educational needs in inclusive music classrooms: experiences of music teachers in Hong Kong primary schools

Marina W Y WONG*, Maria P Y CHIK

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)

Abstract

It has been a decade since the implementation of Hong Kong’s policy of inclusion, that mainstream schools should admit students with special educational needs (SEN). This study reports on music teachers’ experiences of teaching SEN students in inclusive music classrooms. Data were derived from a qualitative multiple case study comprising10 government-funded primary school music teachers. These music teachers lack knowledge of ways to support the musical development of pupils with SEN and reported learned helplessness and effective exclusion of SEN students. The major barrier to effective inclusive music teaching evidenced is the absence of in-service training in inclusive music education.

Original languageEnglish
Pages (from-to)195-207
Number of pages13
JournalMusic Education Research
Volume18
Issue number2
DOIs
Publication statusPublished - 2 Apr 2016

Scopus Subject Areas

  • Education
  • Music

User-Defined Keywords

  • Hong Kong
  • inclusion
  • music education
  • music teachers
  • primary schools

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