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

Research output: Contribution to conferencePaper

Abstract

© 2015 Taylor & Francis. 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
Publication statusSubmitted - Jul 2013
Event9th Asia-Pacific Symposium of Music Education Research ISME Asia-Pacific Regional Conference - Singapore
Duration: 17 Jul 201319 Jul 2013

Conference

Conference9th Asia-Pacific Symposium of Music Education Research ISME Asia-Pacific Regional Conference
Period17/07/1319/07/13

User-Defined Keywords

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

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