Adapting the music curriculum for senior secondary students with intellectual disabilities in Hong Kong: Content, pedagogy and mindsets

Adapting the music curriculum for senior secondary students with intellectual disabilities in Hong Kong: Content, pedagogy and mindsets

• Wong, Marina Wai Yee Dept. of Educational Studies, Hong Kong Baptist University

Music Education Research, 1-17, 2014

Routledge

2014

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
• E Special Education
  • EB Education for Students with Intellectual Disabilities

Music Curriculum Pedagogy Special Education Teaching Case study

• Hong Kong

• 1997.7 onwards

• Secondary Education

Why should bringing the power of music into student learning be a challenge - even more so when the class comprises students deemed in need of 'special education'? To address this question, three case studies are presented of Hong Kong special schools music teachers experienced in teaching students with intellectual disabilities at senior secondary level. Findings suggest that behind individual teacher variations to the standardised music curriculum lie not only rigid pedagogies, but also limited implementation strategies and hence mindsets of low expectations of 'special education' students' music learning. This predictive and prescriptive approach to student learning is here challenged by an alternative view that, to successfully aid 'special education' students, it is helpful if teachers reflect first on what learning is like for these students.
[Copyright of Music Education Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14613808.2014.906396]

• English

Journal Articles

• 14613808

• 10.1080/14613808.2014.906396

https://bibliography.lib.eduhk.hk/en/bibs/a057c25f

2014-10-22