The ecology for fostering the musical creativity of students with intellectual disabilities

2021 ◽  
pp. 025576142110312
Author(s):  
Marina Wai-Yee Wong
Keyword(s):  
Music Education ◽  
Intellectual Disabilities ◽  
Positive Reinforcement ◽  
Professional Training ◽  
Research Question ◽  
Cultural Perspective ◽  
Special Schools ◽  
Face To Face ◽  
Musical Creativity ◽  
Students With Intellectual Disabilities

Students with intellectual disabilities in Hong Kong are placed in special schools in their neighborhoods according to their categories of intellectual disabilities. Music teachers in these special schools implement a school-based music curriculum that includes the learning objective “creativity and imagination.” Reporting a qualitative multiple-case study with purposeful sampling and face-to-face interviews, this study poses the research question “What are the ecological elements for fostering the musical creativity of students with intellectual disabilities?” Respondents identify five elements as essential in fostering their students’ musical creativity: (1) opportunity for play and exploration; (2) providing support guidance and demonstration; (3) opportunity to develop a sense of engagement; (4) opportunity for making choices; and (5) providing positive reinforcement and feedback. A discussion of this data reveals how the dual impact of lacking professional training in music education for students with intellectual disabilities and cultural perspective diminishes respondents’ expectations of their students’ creative capacity.

scholarly journals The Special School as ‘Natural Habitat’? On the Persistence of Segregated Education of Students With Intellectual Disabilities

2021 ◽  
Vol 4 (11) ◽  
Author(s):  
Tobias Buchner
Keyword(s):  
Intellectual Disabilities ◽  
Inclusive Education ◽  
Natural Habitat ◽  
Rapid Expansion ◽  
Special Schools ◽  
Integrated Education ◽  
Students With Intellectual Disabilities ◽  
1960S And 1970S ◽  
Education Of Students ◽  
Segregated Education

In this essay, I explore the reasons behind the persistence of segregated education of students with intellectual disabilities in Austria. Doing so, I critically interrogate three phases of the Austrian education system concerning the role of students with intellectual disabilities: (1) The rapid expansion of special schools in the 1960s and 1970s, (2) the rise of integrated education in the 1980s and 1990s and (3) the last two decades, which were characterized by budget cuts, school accountability policies and failed efforts to further the implementation of inclusive education.

scholarly journals The incidence of spine deficiencies among disabled students with intellectual disabilities from special education system in Bucharest

2017 ◽  
Vol 10 (19) ◽  
pp. 80-85
Author(s):  
Vicol Eduard Șuță ◽  
Tiberiu Tătaru ◽  
Lizia Ioana Șuță ◽  
Marinela Vasile
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Education System ◽  
School Level ◽  
Special Schools ◽  
Disabled Students ◽  
Degree Of Disability ◽  
Working Groups ◽  
Students With Intellectual Disabilities ◽  
Recovery Program

Abstract The aim of the research was to emphasize the incidence of spine deficiencies in students with intellectual disabilities involved in the recovery program within the kinetotherapy classes carried out in special schools in Bucharest. We wanted to point out that among the two categories of children with disabilities enrolled in special education from Bucharest (children with mild / moderate intellectual disabilities and children with serious / severe / profound intellectual disabilities) there are no statistical differences related to the incidence of spine deficiencies. Research sample consisted of students enrolled in special education from 11 schools. Thus there were formed two groups of students: students with mild / moderate intellectual disabilities and children with serious / severe / profound intellectual disabilities. Another criterion for forming working groups was the school level. Thus, each category was divided into subjects enrolled in primary education and subjects enrolled in secondary education. The comparison made between the groups revealed that in terms of the incidence of spine deficiencies there is correlation between the type of physical deficiency and the degree of disability.

scholarly journals Apparent Activities in Special Education. A Critical Analysis of Core Curriculum

2019 ◽  
Author(s):  
Maciej Jabłoński
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Critical Analysis ◽  
Core Curriculum ◽  
Special Schools ◽  
Negative Stereotypes ◽  
The Core ◽  
Students With Intellectual Disabilities

The topic discussed herein concerns a particular deconstruction of the core curriculum in primary special schools carried out by means of a critical analysis of this document. On the grounds of this analysis, the article shows the consequences of apparent actions that are taking place in special schools, which in consequence lead to violence, perpetuating negative stereotypes and stigmatisation of students with intellectual disabilities.

Creativity in the Secondary Music Classroom

2012 ◽  
pp. 511-528
Author(s):  
Oscar Odena
Keyword(s):  
Music Education ◽  
Formal Education ◽  
Methodological Approach ◽  
Promising Practices ◽  
Cultural Perspective ◽  
Learning And Development ◽  
Music Classroom ◽  
Secondary Classroom ◽  
Musical Creativity ◽  
Teaching Learning

This article, which reviews key research in, and practices of, creativity in music education in order to assist the reader to better understand what is known about musical creativity in teaching, learning, and development between ages 12 and 18, aims to support teachers in promoting musical creativity in their classrooms. The choice of studies reviewed focuses on key research-based publications, mostly centered on formal education settings, and embracing all types of methodological approach. The first part of the article examines some of the meanings attached to the word “creativity,” drawing on aesthetics, musicology, psychology, and education; and the second focuses on a conceptualization of musical creativity for the secondary classroom, incorporating a cross-cultural perspective. The article concludes with a discussion of promising practices and some final considerations.

scholarly journals Pedagogic competencies of special education teachers in develop vocational skills for students with intellectual disabilities

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
N. Dede Khoeriah ◽  
Nani Nur'aeni ◽  
Eka Yuli Astuti
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Skills Training ◽  
Survey Method ◽  
Research Subjects ◽  
Special Schools ◽  
Vocational Skills ◽  
Pedagogical Competence ◽  
Systematic Training ◽  
Students With Intellectual Disabilities

This study aims to describe the pedagogical competence of teachers in vocational skills for students with intellectual disabilities. Vocational skills teachers at Special Education Schools are required to master the types and characteristics of students with special needs and the basics principles of special education. The research subjects were 37 special schools teachers in West Java Province. The research used a quantitative approach with the type of survey method and used as an evaluative method. This research is intended as validation to measure the effectiveness of the life skills training program model in developing social independence and productive work skills students with mild intellectual disabilities. The research technique used a questionnaire instrument with percentage data processing. The result showed : a) pedagogical competence in planning, qualitatively declare good (88,5 %); b) the understanding of educators to believe the importance of identifying individual programs (90%); c) educators conditioning the initial learning activities well (90%); d) the understanding of educators in competence to carrying out skills education well (90,5%), including: mastery material component development of systematic training strategies; e)reflection of educators by involving participants (87%), follow up by paying attention to completion of the participant’s assignments and by giving directions for enrichment activities or tasks (89%).

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