scholarly journals Teaching–learning resources and supports in the music classroom: Key aspects for the inclusion of visually impaired students

2018 ◽  
Vol 37 (1) ◽  
pp. 17-28 ◽  
Author(s):  
Angela Pino ◽  
Laia Viladot
Keyword(s):  
Music Education ◽  
Visually Impaired ◽  
Point Of View ◽  
Learning Resources ◽  
Structured Interviews ◽  
Music Classroom ◽  
Music Specialists ◽  
Visually Impaired Students ◽  
Teaching Learning ◽  
Key Aspects

Currently, there still exist barriers that prevent a satisfactory connection between music education and the visually impaired population. This is due to the teachers’ lack of preparation and their general ignorance of the functioning of the Braille music system, the materials, specialist support, and other tools needed for the inclusion of this type of students in the classroom. In order to familiarize the educational community with the resources and specialist support involved in inclusive music teaching, we conducted and analysed semi-structured interviews with the following persons: (1) the music specialists at the Organización Nacional de Ciegos Españoles Resource Centre (Spanish National Organization of the Blind); (2) a music teacher who had two visually impaired students in her classes; and (3) a blind student who studied music and had specialized in piano performance. The contributions made by this article consist of the categorization of the different teaching–learning resources involved in inclusion, information on how specialist support can be provided to facilitate these resources, and the relationships between resources and specialist support taking into account the point of view of teacher as the main figure responsible for inclusion in the music classroom.

Teaching, Learning, and Curriculum Content

2012 ◽  
pp. 440-459
Author(s):  
Chris Philpott ◽  
Ruth Wright
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Theoretical Framework ◽  
Music Teaching ◽  
Curriculum Content ◽  
Music Classroom ◽  
Basil Bernstein ◽  
Curriculum Models ◽  
Democratic Rights ◽  
Teaching Learning

This article, which addresses the interfaces between learning, teaching, and curriculum in classroom music teaching, presents a theoretical framework drawn from the work of the British sociologist Basil Bernstein that allows for the analysis of different curriculum and pedagogic models in music education. To elaborate on this, a number of different curriculum models are presented and analyzed. Finally, the article shares some thoughts concerning future music curricula, based on Bernstein's principles of democratic rights in education, which focus on the possibility of promoting social justice in the music classroom.

scholarly journals Análisis para determinar la viabilidad del uso de un software traductor de documentos con notación matemática a voz como apoyo al aprendizaje de las personas con discapacidad visual

2020 ◽  
pp. 23-32
Author(s):  
Eduardo Vázquez-Zayas ◽  
Liliana Elena Olguín-Gil ◽  
Francisco Vázquez-Guzmán
Keyword(s):  
High School ◽  
Visually Impaired ◽  
Visual Disabilities ◽  
Support Tool ◽  
Educational Environments ◽  
Learning Mathematics ◽  
The World ◽  
Para Determinar ◽  
Visually Impaired Students ◽  
Teaching Learning

This article describes the process followed to test software, the result of the first stage of an investigation, which aims to be a support tool for people with visual disabilities to improve their experience in learning mathematics. An analysis is made of the current situation in the country and the world of people with disabilities who wish to continue their studies at a high school or higher level, but who have found as main obstacles not having enough bibliography in Braille, or teachers not They have the means to generate content that visually impaired students can use in the same way as their classmates. Now with the Covid-19 pandemic there was a rebound in the use of educational platforms and distance education, leaving aside people with visual disabilities. We present the results of surveys applied to people with visual disabilities who participated using the software to evaluate their experience as users and their opinions to improve interaction with it. The objective of this study is to make people with visual disabilities feel included in regular educational environments, reducing the barriers that they may encounter in the teaching-learning process in the classroom, and converting them into inclusive classrooms.

scholarly journals Personalities Development and Role of Teachers for Visual Impairment Student at Institute Tahfiz Quran Sultan Haji Hassanal Bolkiah

2020 ◽  
Vol 4 (1) ◽  
pp. 28-41
Author(s):  
Ak Mohd Aiman Pg Hj Md Zaman
Keyword(s):  
Visual Impairment ◽  
Teacher Development ◽  
Visually Impaired ◽  
Essential Elements ◽  
Main Role ◽  
Structured Interviews ◽  
Brunei Darussalam ◽  
Visually Impaired Students ◽  
Set Up

Institut Tahfiz Quran Sultan Haji Hassanal Bolkiah is the only institution in Brunei Darussalam who has Al-Quran study and memorization programs especially for visually impaired students, but how far their learning effectiveness is not yet known. Therefore, this study aims to investigate the essential elements required in identifying the essential elements required in development of teachers for visually impaired students. Identify the main role of teacher development for visually impaired students. This study is a qualitative study with a case study design with total of 4 informants were selected using a purposive sampling. The data were collected through semi-structured interviews and analyzed descriptively. Studies have shown that they have the potential to teach more visual impairment students, as well as being a link to other different abilities in order to study al-Quran in a proper way. The implication of this study shows that ITQSHHB has successfully set up a facility to learn al-Quran to the special needs who are literate in al-Quran education.

scholarly journals O Diálogo com estudantes com deficiência visual (Dv’s ) como Instrumento Formativo para um Ensino de Matemática InclusivoThe dialogue with visually impaired students as a formative tool for an inclusive mathematics teaching

2020 ◽  
Vol 22 (2) ◽  
pp. 281-311
Author(s):  
Tiago Pereira ◽  
Fábio Alexandre Borges
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Visual Impairment ◽  
Mathematics Teaching ◽  
Visually Impaired ◽  
Structured Interviews ◽  
Education Students ◽  
Teaching Support ◽  
Visually Impaired Students ◽  
Inclusive Schooling

ResumoNeste trabalho discutimos alguns aspectos apresentados por estudantes com deficiência visual quanto às suas respectivas escolarizações inclusivas enfocando a disciplina de matemática. Foram entrevistados quatro sujeitos, atuais acadêmicos no ensino superior, por meio de entrevistas semiestruturadas, que foram norteadas por um roteiro de perguntas construído com subsídios de uma revisão bibliográfica anterior. Na análise, empregamos os pressupostos da análise de conteúdo, e para expormos nossos resultados, utilizamos categorias elencadas por meio das convergências existentes nas falas dos entrevistados. As categorias identificadas foram: a diferenciação docente de conteúdos e atividades escolares entre estudantes com deficiência visual e videntes; o desconhecimento docente das necessidades educativas do aluno com deficiência visual; negligências/omissões docentes no ensino de estudantes com deficiência visual, incluso quanto aos seus aprendizados; tentativas isoladas de apoio docente como reflexo da falta de um trabalho coletivo escolar mais amplo.Palavras-chave: Deficiência visual, Ensino de matemática inclusivo, Narrativas de estudantes.AbstractIn this paper, we discuss some aspects presented by visually impaired students about their inclusive schooling focusing on mathematics. Four subjects, current higher education students, answered semi-structured interviews we prepared guided by a script of questions constructed with subsidies from a previous bibliographic review. In the analysis, we used the assumptions of content analysis, and to expose our results, we used categories listed through the convergences existing in the statements of the respondents. The categories identified were: the teaching differentiation of school content and activities between visually impaired and sighted students; the teachers' lack of knowledge of the educational needs of the visually impaired student; negligence/omissions in teaching visually impaired students, including their learning; isolated attempts at teaching support as a reflection of the lack of broader collective school work.Keywords: Visual impairment, Teaching of inclusive mathematics, Narratives of students.ResumenEn este artículo se discuten algunos aspectos presentados por estudiantes con discapacidad visual sobre su escolarización inclusiva con enfoque en matemáticas. Cuatro sujetos, estudiantes actuales de educación superior, respondieron entrevistas semiestructuradas que preparamos basados en un guión de preguntas construido con subsidios de una revisión bibliográfica previa. En el análisis, usamos los supuestos del análisis de contenido, y para exponer nuestros resultados, usamos categorías listadas a través de las convergencias existentes en las declaraciones de los encuestados. Las categorías identificadas fueron: la diferenciación docente del contenido y las actividades escolares entre estudiantes con discapacidad visual y con videntes; el desconocimiento de los profesores sobre las necesidades educativas del alumno con discapacidad visual; negligencia / omisiones en la enseñanza de estudiantes con discapacidad visual, incluido su aprendizaje; intentos aislados de apoyo a la enseñanza como reflejo de la falta de un trabajo escolar colectivo más amplio.Palabras clave: Discapacidad visual, Enseñanza inclusiva de las matemáticas, narrativas de estudiantes.

scholarly journals Assessment in the Secondary Music Classroom

2012 ◽  
pp. 475-494 ◽  
Author(s):  
Martin Fautley ◽  
Richard Colwell
Keyword(s):  
Secondary School ◽  
Music Education ◽  
Student Assessment ◽  
Music Pedagogy ◽  
Music Classroom ◽  
Secondary Music ◽  
Accountability Policy ◽  
School Music ◽  
Teaching Learning

The issue of assessment in music education in the secondary school is one of concern in a range of contexts, including teaching, learning, accountability, policy, and politics. In order to investigate assessment in the secondary school, there is a need to understand what assessment is; what the terminologies involved mean; what the implications of assessment are for learners, teachers, program organizers, administrators, legislators, and other interested stakeholders; and what constitutes secondary school music. This article considers the following issues in student assessment: the context of assessment, the uses and purposes of assessment, legitimizing assessment, and assessment and music pedagogy.

Music education for blind people – determinants and methodological guidelines

2020 ◽  
Vol 6 (1 (10)) ◽  
pp. 57-72
Author(s):  
Milena Wiśniewska
Keyword(s):  
Music Education ◽  
Visually Impaired ◽  
Daily Basis ◽  
Educational Institutions ◽  
Music Notation ◽  
Blind People ◽  
Visually Impaired People ◽  
Impaired People ◽  
Visually Impaired Students ◽  
Methodological Guidelines

The article presents the characteristics of music education for visually impaired people. It is largely conditioned by the use of Braille’s music notation featuring a number of differences when compared to the notation used by sighted musicians. Visually impaired students can receive music education both at schools dedicated exclusively to the blind and in public institutions, together with sighted students. What may play a significant role in the provision of the best possible learning conditions for blind people is support given by educational institutions and by various organizations (in our country, the latter form of aid is relatively narrow in scope). What matters most is, however, teachers’ attitude, their willingness to understand a blind student’s situation, and frequently their readiness to introduce modifications to the methods applied on a daily basis. In order to determine what exactly is needed by visually impaired people learning music in Poland, the author of the article explored educational experiences of 24 blind people, bearing in mind the context of music education system in our country. Conclusions drawn from the conducted surveys, as well as from the subject literature, helped to formulate a number of guidelines concerning blind people’s education, directed at teachers of various music subjects; they constitute the main part of the article in question.

Technology and Visual Impairment: A review of current options in music education

1995 ◽  
Vol 12 (3) ◽  
pp. 215-224 ◽  
Author(s):  
Michael Stimpson
Keyword(s):  
Music Education ◽  
Visually Impaired ◽  
Special Schools ◽  
Poor Vision ◽  
Practical Support ◽  
Mainstream Education ◽  
Visually Impaired Students ◽  
The Cost ◽  
Impaired Children ◽  
Substantial Degree

The term ‘visually impaired’ is applied generally to include those who have relatively good functional eyesight as well as those with little or no perception of images or light. Its use is preferable to the more emotive and frightening word ‘blind’, but nevertheless ‘visually impaired’ still contains a substantial degree of mystery and unknown for those teachers who rarely or never come into contact with children and/or students who have poor vision. This is due mainly to the difficulty of conceiving and appreciating what can and cannot be seen by someone who is visually impaired, and this itself then confuses the reaction to the needs of that person. These requirements are often a subtle mix of practical support, and understandably, most teachers would expect these to be the concern of established support systems. This is, however, not always the case, particularly as more and more visually impaired children are studying within mainstream education rather than at special schools, and as visually impaired students take up opportunities in further and higher education. It is, of course, no reflection on procedures and organizations that are concerned with the visually impaired in education to stress the need for increased awareness amongst teachers in mainstream education. This is particularly important because the most significant developments in technology have occurred within the last 10—15 years, and the cost has reduced so that it has become more widely accessible.

scholarly journals SOMATIC EDUCATION AND THE UNDERGRADUATE DANCE STUDENT’S BODY IMAGE: A QUALITATIVE STUDY

2020 ◽  
Vol 13 (3) ◽  
pp. 319
Author(s):  
Rita Rato ◽  
Maria João Alves
Keyword(s):  
Body Image ◽  
Visual Image ◽  
Point Of View ◽  
The Body ◽  
Structured Interviews ◽  
Dance Movement ◽  
Body Experience ◽  
Somatic Education ◽  
Body Shapes ◽  
Teaching Learning

Regarding dance practitioners, body image associated with dance movement is a dynamic and complex phenomenon involving internal processes that cause impact on the psychological, emotional and behavioural areas. Balance between internal and external body experience is crucial for the construction of body image, and is associated with the way the student acquires knowledge about his own movement. In many contexts of dance teaching-learning, we found a focus centred almost exclusively on the reproduction of movement from the external visual image, in which body shapes and movement, should match an idealized model. Somatic education, on the other hand, is a disciplinary field that privileges the somatosensory experience of the body as a source of knowledge. Starting out from an experiential approach based on movement perception, we intended to study the body image of the dance student. For this purpose, we developed and applied a Somatic Movement (SM) program to a group of undergraduate dance students. We used a qualitative methodological design with multiple data collection approach methods, which included in-depth semi-structured interviews, explicitation interviews (Vermersch, 2003), participant journals and group discussions. Our primary purpose is not only to present, develop and substantiate the adopted methodological procedures but also to articulate them with the sub-questions of the study, which according to our point of view will contribute to a more categorical knowledge of how to investigate highly subjective concepts such as body experiences.

scholarly journals Algumas questões sobre a avaliação do portador de deficiência visual

2019 ◽  
Vol 76 (184) ◽  
Author(s):  
Elcie Masini
Keyword(s):  
Visually Impaired ◽  
Point Of View ◽  
Blind And Visually Impaired ◽  
Evaluation Procedures ◽  
Visually Impaired Students ◽  
Visually Handicapped

Uma análise da bibliografia especializada sobre o deficiente visual revelou que pesquisas sobre seu desenvolvimento e sua aprendizagem têm sido feitas através de padrões do vidente. Este trabalho, a partir de dados dessas pesquisas, levanta alguns pontos para que os que lidam com a educação do deficiente visual reflitam sobre as implicações de fazer avaliações de cegos e portadores de visão subnormal usando o referencial do vidente. É um convite para que se pense em caminhos para conhecer o deficiente visual a partir de seu próprio referencial. Abstract An analysis of the literature concerned with blindness and visually handicapped reveales that research in these fields has been made from a visual point of view. This work considers some of the implications of making evaluations of blind and visually impaired students with the normally sigthted as the reference. It encourages adoptation of evaluation procedures that use the blind or visually impaired student as his own reference. Résumé Une analyse de la bibliographie specialisée sur le déficient visuel a montré que les recherches sur son développement et sur son apprentissage ont été menées d'après les modèles du voyant. Le présent travail, à partir des données de ces recherches, soulève quelques questions afin que ceux qui travaillent avec l'éducation du déficient visuel réfléchissent sur les implications qui découlent de jauger les aveugles et les handicapés visuels, en partant du référentiel du voyant; c'est une invitation pour qu 'on s'intéresse à trouver des voies pour connaître le déficient visuel en ayant pour source son propre référentiel. Resumen Un análisis de la bibliografía especializada acerca del deficiente visual reveló que los estudios sobre su desarrollo y aprendizaje se hicieron a través de criterios del vidente. Este trabajo, partiendo de los resultados de esta investigación, ofrece algunas conclusiones, para que los que se dedican a educar deficientes visuales las lleven en cuenta en el momento de evaluar los ciegos o los portadores de baja visión utilizando el referencial del vidente. Es una invitación a des cubrir formas de conocer al deficiente visual a través de su propio referencial.

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.

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