Document Type

Journal Article

Department/Unit

Department of Education Studies

Language

English

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.

Keywords

music curriculum, pedagogy, special education, teaching, case study

Publication Date

2015

Source Publication Title

Music Education Research

Volume

17

Issue

1

Start Page

71

End Page

87

Publisher

Taylor & Francis

DOI

10.1080/14613808.2014.906396

Link to Publisher's Edition

https://doi.org/10.1080/14613808.2014.906396

ISSN (print)

14613808

ISSN (electronic)

14699893

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