Equity and Inclusion in Extracurricular Musical Activities: Empirical Findings from Germany and Implications for Teaching Music in Secondary School

Autor/inn/en	Henning, Ina; Schult, Johannes
Titel	Equity and Inclusion in Extracurricular Musical Activities: Empirical Findings from Germany and Implications for Teaching Music in Secondary School
Quelle	In: Music Education Research, 23 (2021) 3, S.362-373 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henning, Ina) ORCID (Schult, Johannes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2021.1929141
Schlagwörter	Equal Education; Inclusion; Extracurricular Activities; Music Activities; Music Education; Secondary Education; Foreign Countries; Special Needs Students; Grade 4; Grade 5; Special Schools; Students with Disabilities; Access to Education; Leisure Time; Germany + Suchen Sie Ihr Suchwort? Inklusion; Außerunterrichtliche Aktivität; Musikalische Aktion; Musikerziehung; Sekundarbereich; Ausland; Sonderpädagogischer Förderbedarf; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Special school; Sonderschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Freizeit; Deutschland
Abstract	Equity issues in the field of arts and culture play an important role when it comes to extracurricular activities in education. Students with special educational needs (SEN) seem not provided with equal access. Using nation-wide random samples of fourth- and fifth-graders courtesy of the German National Education Panel Study (NEPS), the main analysis compares the amount of extracurricular musical activities of students with SEN placed in special education schools (n = 365), in general schools (n = 143), and of students without SEN in inclusive settings (n = 4048). Students placed in special education schools were significantly less likely to take classes in music schools than students with SEN placed in regular schools (and than students without SEN). There were no significant group differences regarding the attendance of concerts and theatre plays. Finally, implications for special education schools and inclusive settings are proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01