Learned helplessness in inclusive music classrooms: Voices of Hong Kong primary schools music teachers

Learned helplessness in inclusive music classrooms: Voices of Hong Kong primary schools music teachers

• Wong, Marina Wai Yee Department of Education Studies, Hong Kong Baptist University
• Chik, Maria Pik Yuk Department of Education Studies, Hong Kong Baptist University

International Journal of Inclusive Education, 1-13, 2015

Routledge

2015

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

SEN Music Classroom Inclusive Education Music Teachers Hong Kong

• Hong Kong

• 1997.7 onwards

• Primary Education

In Hong Kong, inclusive education is concerned with educating all students, including those who are categorised as having special educational needs (SEN). This qualitative study reports three challenges faced by primary schools music teachers required to implement inclusive education. The first two challenges echo those reported internationally ? the lack of subject-specific pre- and in-service SEN training and insufficient school-based SEN support for music teachers. The third challenge is the key role of a societal mindset that, by valuing SEN interventions against other educational values, justifies discriminatory training and resourcing. It is against this mindset that these teachers argue and that explains why inclusive education in Hong Kong's primary music classrooms becomes a pathway for both SEN students and their teachers to learned helplessness.; In Hong Kong, inclusive education is concerned with educating all students, including those who are categorised as having special educational needs (SEN). This qualitative study reports three challenges faced by primary schools music teachers required to implement inclusive education. The first two challenges echo those reported internationally ? the lack of subject-specific pre- and in-service SEN training and insufficient school-based SEN support for music teachers. The third challenge is the key role of a societal mindset that, by valuing SEN interventions against other educational values, justifies discriminatory training and resourcing. It is against this mindset that these teachers argue and that explains why inclusive education in Hong Kong's primary music classrooms becomes a pathway for both SEN students and their teachers to learned helplessness.
[Copyright of International Journal of Inclusive Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13603116.2015.1019374]

• English

Journal Articles

• 13603116

• 10.1080/13603116.2015.1019374

https://bibliography.lib.eduhk.hk/bibs/bb94ee14

2015-06-02