TY - JOUR
T1 - Teaching students with special educational needs in inclusive music classrooms
T2 - Experiences of music teachers in Hong Kong primary schools
AU - WONG, Marina Wai-yee
AU - Chik, Maria Pik Yuk
PY - 2016
Y1 - 2016
N2 - 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.
AB - 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.
U2 - 10.1080/14613808.2015.1044509
DO - 10.1080/14613808.2015.1044509
M3 - Article
VL - 18
SP - 195
EP - 207
JO - Music Education Research
JF - Music Education Research
SN - 1461-3808
IS - 2
ER -