Document Type

Journal Article

Department/Unit

Department of Education Studies

Language

English

Abstract

It has been a decade since the implementation of Hong Kong’s policy of inclusion, that mainstream schools should admit students with special educational needs (SEN). This study reports on music teachers’ experiences of teaching SEN students in inclusive music classrooms. Data were derived from a qualitative multiple case study comprising10 government-funded primary school music teachers. These music teachers lack knowledge of ways to support the musical development of pupils with SEN and reported learned helplessness and effective exclusion of SEN students. The major barrier to effective inclusive music teaching evidenced is the absence of in-service training in inclusive music education.

Keywords

Hong Kong, inclusion, music education, music teachers, primary schools

Publication Date

4-2016

Source Publication Title

Music Education Research

Volume

18

Issue

2

Start Page

195

End Page

207

Publisher

Taylor & Francis

Peer Reviewed

1

Copyright

This is an Accepted Manuscript of an article published by Taylor & Francis in Music Education Research in April 2016, available online: http://www.tandfonline.com/ 10.1080/14613808.2015.1044509.

Funder

This work was supported by the General Research Fund of Hong Kong Research Grants Council [HKBU248911].

DOI

10.1080/14613808.2015.1044509

ISSN (print)

14613808

ISSN (electronic)

14699893

Available for download on Wednesday, November 01, 2017

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