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 課程與教學:個別教學範疇
  • GF 人文學科及藝術
• E 特殊教育
  • EB 智力障礙者之教育

Music Curriculum Pedagogy Special Education Teaching Case study

• Hong Kong

• 1997.7 onwards

• 中學教育

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]

• 英文

期刊論文

• 14613808

• 10.1080/14613808.2014.906396

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

2014-10-22