Adapting the Music Curriculum for Senior Secondary Students with Intellectual Disabilities in Hong Kong: Content, Pedagogy and Mindsets

Autor/in	Wong, Marina Wai-yee
Titel	Adapting the Music Curriculum for Senior Secondary Students with Intellectual Disabilities in Hong Kong: Content, Pedagogy and Mindsets
Quelle	In: Music Education Research, 17 (2015) 1, S.71-87 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2014.906396
Schlagwörter	Music Education; Curriculum Development; Secondary School Students; Case Studies; Special Schools; Music Teachers; Mental Retardation; Foreign Countries; Qualitative Research; Interviews; Coding; Teacher Attitudes; Observation; Teaching Methods; Hong Kong + Suchen Sie Ihr Suchwort? Musikerziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sekundarschüler; Case study; Fallstudie; Case Study; Special school; Sonderschule; Music; Teacher; Teachers; Musiklehrer; Geistige Behinderung; Ausland; Qualitative Forschung; Interviewing; Interviewtechnik; Codierung; Programmierung; Lehrerverhalten; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Hongkong
Abstract	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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01