Department of Education Studies
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.
Hong Kong, inclusion, music education, music teachers, primary schools
Source Publication Title
Music Education Research
Taylor & Francis
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.
This work was supported by the General Research Fund of Hong Kong Research Grants Council [HKBU248911].
Link to Publisher's Edition
Wong, M., & Chik, M. (2016). Teaching students with special educational needs in inclusive music classrooms: Experiences of music teachers in Hong Kong primary schools. Music Education Research, 18 (2), 195-207. https://doi.org/10.1080/14613808.2015.1044509