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

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

• Wong, Marina Wai Yee Hong Kong Baptist University
• Chik, Maria Pik Yuk Hong Kong Baptist University

Music Education Research, 1-13, 2015

Routledge

2015

• E Special Education
  • EG Inclusive Education
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts

• Hong Kong

• 1997.7 onwards

• Primary Education

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.
[Copyright of Music Education Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14613808.2015.1044509]

• English

Journal Articles

• 14613808

• 10.1080/14613808.2015.1044509

https://bibliography.lib.eduhk.hk/bibs/2bf41736

2015-10-16