Document Type

Journal Article

Department/Unit

Department of Education Studies

Language

English

Abstract

In Hong Kong, inclusive education is concerned with educating all students, including those who are categorised as having special educational needs (SEN). This qualitative study reports three challenges faced by primary schools music teachers required to implement inclusive education. The first two challenges echo those reported internationally – the lack of subject-specific pre- and in-service SEN training and insufficient school-based SEN support for music teachers. The third challenge is the key role of a societal mindset that, by valuing SEN interventions against other educational values, justifies discriminatory training and resourcing. It is against this mindset that these teachers argue and that explains why inclusive education in Hong Kong's primary music classrooms becomes a pathway for both SEN students and their teachers to learned helplessness.

Keywords

SEN music classroom, inclusive education, music teachers, Hong Kong

Publication Date

9-2015

Source Publication Title

International Journal of Inclusive Education

Volume

19

Issue

9

Start Page

965

End Page

977

Publisher

Taylor & Francis

Peer Reviewed

1

Copyright

This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Inclusive Education in September 2015, available online: http://www.tandfonline.com/10.1080/13603116.2015.1019374.

Funder

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

DOI

10.1080/13603116.2015.1019374

ISSN (print)

13603116

ISSN (electronic)

14645173

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