Trends of Manifestation of the Inclusive School Culture in the Context of Music Education

2020 ◽  
Vol 65 (2) ◽  
pp. 51-61
Author(s):  
Aušra Kardašienė ◽  
Diana Strakšienė
Keyword(s):  
School Culture ◽  
Music Education ◽  
Inclusive Education ◽  
Best Practice ◽  
Educational Process ◽  
Common Goal ◽  
Scientific Assessment ◽  
Educational Processes ◽  
Inclusive School ◽  
School Music

"The article presents the analysis and scientific assessment of trends of the inclusive school culture, manifesting themselves in the context of music education. It is maintained that school culture grounded on the philosophy of inclusive education and enriched with advanced educational processes, in this case, with artistic/musical activities, not only marks the school’s uniqueness but also highlights the importance of the educational process, unites and empowers its participants to work together naturally to achieve a common goal. Building the inclusive school culture, music education correlates with all of its main features manifesting themselves in reality: the collaboration of participants of the educational process, dissemination of best practice, favourable microclimate ensuring the manifestation of a successful situation not only in the educational process but also in concert activities, and the like. Music activity grounded on the philosophy of inclusive education becomes an aspiration building the inclusive school culture, which undoubtedly helps to create the society grounded on tolerance of differences, which seeks to envisage every learner’s needs and possibilities. Keywords: school culture, inclusive school, music education."

scholarly journals ARTISTIC ACTIVITY AS A COLLABORATION TOOL IN INCLUSIVE SCHOOL CULTURE FORMATION

2021 ◽  
Vol 2 ◽  
pp. 253-266
Author(s):  
Aušra Kardašienė ◽  
Diana Strakšienė
Keyword(s):  
School Culture ◽  
Inclusive Education ◽  
Main Idea ◽  
Educational Process ◽  
Artistic Activity ◽  
Educational Processes ◽  
Musical Activity ◽  
Culture Formation ◽  
Inclusive School ◽  
Shared Goal

The article analyses and scientifically evaluates the aspect of collaboration through manifestation of artistic activity as an opportunity to form an inclusive school culture. It is maintained that school culture grounded on the philosophy of inclusive education and enriched with advanced educational processes oriented to artistic/musical activity not only marks the school’s uniqueness but also unites and enables the education process participants to collaborate and work together naturally to achieve a shared goal. The main idea of the empirical research presented in the article is to reveal students’ attitude towards artistic activities as a means of collaboration, which helps to form the inclusive school culture. The study involved students studying at school and attending a musical activity collective (choir). The research has revealed that in creating the inclusive school culture, artistic activities promote community participants to collaborate, share best practices; they improve the microclimate, ensure the manifestation of the success situation in the educational process, concert activities, and the like. The musical activity grounded on the philosophy of inclusive education becomes an opportunity developing the inclusive school culture that undoubtedly helps to create the society grounded on collaboration and tolerance towards differences, which seeks to envisage every learner’s needs and opportunities.

scholarly journals Students Direct Inclusive School Development in an Australian Secondary School: An Example of Student Empowerment

2005 ◽  
Vol 29 (2) ◽  
pp. 155-171 ◽  
Author(s):  
Suzanne Carrington ◽  
Kris Holm
Keyword(s):  
School Culture ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
School Community ◽  
School Principal ◽  
School Development ◽  
Student Empowerment ◽  
Policy And Practice ◽  
Inclusive School ◽  
Secondary State

This paper reports on processes employed at a secondary state high school in Australia, where students directed inclusive school development. The procedures used in the study were developed from the Index for Inclusion and included a student forum; a student presentation to parents, principal and teachers and a focus group interview with members of the school community. These procedures were designed to empower students to participate in school review and planning and evaluate the procedures developed from the Index for Inclusion. Samples of interview data from the school principal, staff, parents and the students illustrate a growing understanding of what inclusive education means for members of this school community. The research extends understandings of inclusive education in schools, from a focus on students with disabilities to a much broader philosophy that influences school culture, policy and practice for the diversity of students at the school. Discussion about feeling part of a ‘family’ in the school community and the description of the procedures linked to actions for change, provide evidence of a developing inclusive school culture that will inform educators interested in inclusive school development.

Promoting inclusive school culture through leadership—Case study in Romanian schools

2019 ◽  
Vol 6 (1) ◽  
pp. 321-327
Author(s):  
Mihaela Voinea ◽  
Alina Turculet
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Inclusive Education ◽  
Decisive Role ◽  
Social Dimension ◽  
Human Diversity ◽  
The Social ◽  
Inclusive School ◽  
Mind Set

One of the greatest challenges for 21st century school is to rethinking school culture for human diversity. Among the factors contributing to the ethos of the inclusive school, most specialists emphasise the importance of leadership, of the managerial team that both through conception and through its own behaviour promotes cooperation, human diversity, tolerance, open mind-set and help offering. The purpose of this research was to identify the factors of the leadership, which are involved in promoting a culture of inclusion. The research in question was embedded in a constructivist–interpretivist paradigm. The study included the analysis of school culture and interviews with school managers and teachers. The institutional analysis of schools addressed the physical/material aspects of the school and the social dimension (of human resources). One of the main conclusions of the research is that the leader and his team have a decisive role to play in promoting values of diversity. Keywords: Inclusive school, leadership, school culture, inclusive education.

scholarly journals Resignificación de la práctica pedagógica desde la perspectiva de inclusión educativa

2016 ◽  
Vol 1 (1) ◽  
pp. 7
Author(s):  
Nayibis Cano Acevedo ◽  
María Claudia Ramos Espitia
Keyword(s):  
Inclusive Education ◽  
Universal Design For Learning ◽  
Educational Practice ◽  
Educational Process ◽  
Equal Treatment ◽  
Continuous Training ◽  
Learning Abilities ◽  
Educational Processes ◽  
Design For Learning ◽  
The Face

La inclusión es más que acceso, implica minimizar las barreras que impiden la participación y el aprendizaje. Este estudio de caso interpretativo analiza las posibilidades de resignificación de las prácticas pedagógicas de los maestros con la mediación de las didácticas flexibles basadas en el Diseño Universal para el Aprendizaje (DUA). Para ello, busca develar nuevas posibilidades de enseñar en contextos de vulnerabilidad social atendiendo a la diversidad como valor que enriquece el proceso educativo. Ante una educación homogeneizante e igualitaria que no atiende a la diferencia, se procura por una propuesta educativa en la que se aprenda no solo a vivir y aprender de las diferencias. Los resultados evidencian que persisten en los maestros imaginarios que presentan la diversidad como sinónimo de dificultad que entorpece el proceso, ya que la pedagogía que emplean se basa en modelos tradicionales de enseñanza que invisibilizan la diferencia y se da un trato igualitario para todos los aprendices, además consideran no estar suficientemente preparados para abordar la diversidad desde el aula. A partir de un proceso de reflexión sobre su quehacer, los maestros reconocen la necesidad de una práctica resignificada que facilite el desarrollo humano de los aprendices en todas sus dimensiones y potencialice al máximo las capacidades para aprender desde el despliegue de múltiples formas para enseñar, destacándose la necesidad de capacitación continua sobre inclusión educativa y el interés por articular su práctica actual con las didácticas flexibles.Palabras claves: diferencia, diversidad, equidad, igualdad, participación, reflexión.AbstractInclusion is more than access, for it involves minimizing the barriers to participation and learning. This research analyzes the possibilities of resignifying teaching practices with the mediation of the flexible didactics based on the Universal Design for Learning (UDL). The study seeks to reveal new possibilities of teaching in contexts of social vulnerability, attending to diversity as a value that enriches educational processes. In the face of a homogenizing and equal education that does not attend to the differences, it is sought an educational proposal in which it is learned to live not only with the differences, but also to learn of them. Results show that teachers still conceive diversity as a synonym for difficulty that impedes the educational process, since teachers’ methodology is based on traditional teaching models that obscure the differences and gives an equal treatment to all learners. Teachers also consider they are not trained enough to address diversity in the classroom. Based on reflection on their work and on the use of multiple ways of teaching, teachers recognize the need to give new meaning to their educational practice, facilitating learners’ human development and making the most of their learning abilities. Findings also highlight the need for a continuous training on inclusive education and the interest on articulating teachers’ current practices with flexible didactics.Keywords: difference, diversity, equity, equality, participation, reflection.

scholarly journals FEATURES OF IMPLEMENTATION OF INCLUSIVE EDUCATION AT THE HIGHER ART SCHOOLS OF UKRAINE

2019 ◽  
pp. 78-84
Author(s):  
Victoria Sologub
Keyword(s):  
Music Education ◽  
Inclusive Education ◽  
Good Alternative ◽  
Educational Process ◽  
Educational Institutions ◽  
Practical Implementation ◽  
Classical Guitar ◽  
Computer Equipment ◽  
Analysis And Synthesis ◽  
Audio Files

The purpose of the research is to highlight the role of inclusive education in higher art educational institutions of Ukraine. The realization of this goal implies attention to the issue of introducing music education for people with special needs, ways of improving the educational process and its facilitation. The methodology of the research is connected with the use of methods of analysis and synthesis, thanks to which the actual problematic aspects that are available in this field are highlighted. The task of the study is to highlight the specifics of working with students in the class by specialty (using the example of mastering the art of playing the classical guitar). Thanks to the practice of working with students who have visual problems, the author of the article singles out the innovative algorithm for learning the music text and further work with the works. It is proposed to actively involve various programs related to typing notation text, recording audio files, processing them and modifying them. The scientific novelty consists in synthesizing practical conclusions obtained by the author in the course of teaching activities. A number of problem aspects and algorithms for their solution are singled out. The importance of learning a musical material with a teacher is emphasized, especially when it comes to persons with special abilities - visual impairments. Existing software, for example Finale, Sibelius and other music editors provide the ability to change the typed music text, its slowdown, and solfeging. Although this innovation is not capable of becoming a complete substitute for a nocturnal text, typed in Braille, it becomes a good alternative. In modern art education there are a number of problematic moments. First of all, despite the fact that the issue of introducing inclusive education in the Ukrainian space has been actualized, the practical implementation of this task involves a number of difficulties. Development and musical education in the guitar class by specialty involves the introduction of computer equipment and technically computer equipment during classes, which will simplify the process of learning and the subsequent reproduction of a musical text.

scholarly journals INCLUSIVE EDUCATION: ACHIEVEMENTS AND CHALLENGES

2014 ◽  
Vol 5 (2) ◽  
pp. 37-41
Author(s):  
ARMENUHI AVAGYAN ◽  
ARAKSYA SVAJYAN
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
The State ◽  
Educational Process ◽  
Children With Special Needs ◽  
Educational Plan ◽  
Individual Educational Plan ◽  
Inclusive School ◽  
Physical Disorders ◽  
The Republic

In Armenia, children with mental and physical disorders have always been in the center of attention of the state and nation. The system of inclusive education, the statistics of enrollment of children with special needs in the educational process, inclusive education problems and development perspectives in the Republic are introduced as well. Keywords: inclusive school, individual educational plan, socialization, multiprofile team of specialists, educational needs of child, children with special needs.

scholarly journals Music therapy or music philetics in school?

2020 ◽  
Vol 8 ◽  
pp. 162-173
Author(s):  
Helena Orieščiková ◽  
Keyword(s):  
Music Education ◽  
Music Therapy ◽  
Educational Process ◽  
Close Relationship ◽  
School Music

The paper is focused on explaining the concepts of music therapy and music philetics at school. Music philetics is defined as an artistic - pedagogical discipline with a very close relationship with music therapy. It tries to create his own, new ways, procedures with the basis in music therapy, but require a different procedure and approach within the implementation. Music philetics is a newly emerging discipline standing on the border of music education and music therapy. It is beneficial in schools where teachers use different working methods with music, rhythm, and voice. The text deals with comparing concepts and explanations of the primary missions of both music therapy and music philetics in the educational process.

scholarly journals EDUCATIONAL AND THEMATIC REVIEW OF FOLKLOR IN MUSIC TRAINING IN KINDERGARDEN

2019 ◽  
Vol 30 (2) ◽  
pp. 459-464
Author(s):  
Tsvetanka Kostadinova Kolovska
Keyword(s):  
Music Education ◽  
Education System ◽  
Personal Development ◽  
Professional Training ◽  
Educational Process ◽  
Interactive Methods ◽  
Modern Music ◽  
Personal Attitude ◽  
School Music ◽  
The Individual

The course of the changes in the Bulgarian education system is a direct reflection of the changes in the different structures and institutions in recent years. Among the key areas of refor, the pre-school and school education system has undergone significant changes in structures, models and practices. The personal development process starts from childhood, with the upbringing in the kindergarten, where children get acquainted with the world and themselves. The musical upbringing has an important role for their socialization and formation of social and civic competences. In the pre-school music education curricula developed in accordance with the new SER for educational content and approved by the Ministry of Education and Science, Bulgarian musical folklore as a factor for children's musical, emotional, intellectual and physical development is educational and thematic. The positive aspects of communication between children from the earliest age with its models - the variety of songs and music for performance and perception, movements, folk dances and games - is the basis for the authors of all approved educational materials for the kindergarten in the educational field Music to include it. During the work with Bulgarian musical folklore in the contemporary educational process of music in the kindergarten the musical pedagogue skillfully combines traditional and interactive methods, integrates knowledge, experience and skills with the other educational directions. This greatly encourages unity to be enjoyable and beneficial. Children learn easily about music content in an interesting and entertaining way. Working with musical folklore provides incredible opportunities to develop the individual abilities and interests of each child, while building team skills. The specificity of musical-pedagogical work with folklore in the kindergarten reflects the personal and professional profile of the musical pedagogue, covers both the methods and approaches that the teacher uses in the music education, the acquired knowledge, skills and competences on a professional basis, as well as the personal attitude that the teacher uses to present the Bulgarian musical folklore as a national spiritual value. Building this value in children from pre-school is one of the most important. The professional training of the music pedagogues allows them to gain both knowladge and develop self-discipline. It models the conditions in which the child enriches his personality, forms any kind of culture - ethic, moral, musical, mathematical, ecological, health, physical. In this sense, the figure of the music pedagogue is also a factor and a condition in the process of building the child's personality, as well as the guardian of the national values. In the kindergarten the modern music teacher performs new tasks in the modern educational environment, adopts new criteria for structuring the pedagogical and educational process of music, preserving the individuality and stimulating the creativity of the children. The educational and thematic presence of Bulgarian musical folklore is the basis for understanding these ideas.

EXPERIENCE OF CREATING AND IMPLEMENTING INFORMATION-MANAGING EDUCATIONAL ENVIRONMENT AT UNIVERSITY AND FEATURES OF ITS ADAPTATION AT LYCEUM

2019 ◽  
pp. 47-55 ◽  
Author(s):  
E. V. Shevchuk ◽  
A. V. Shpak
Keyword(s):  
Continuous Process ◽  
Educational Environment ◽  
Educational Process ◽  
Information Resources ◽  
Improve Quality ◽  
Educational Organizations ◽  
Educational Processes ◽  
Facilitating Conditions ◽  
Oriented Approach

The article describes experience of creating and implementing information-managing educational environment at university. The model of creating information-managing educational environment of university with elements of artificial intelligence and indicative management is described. This environment contributes to improve quality of training and management of educational processes and resources. The stages of creating and implementing information-managing educational environment are considered systemically, as continuous process focused on a consumer. The inhibitory and facilitating conditions for introduction of the model at university are described. To provide subject-oriented approach to the use of information resources of environment, recommended clusters of information subsystems for each category of users are described.Practically implemented scientific and methodological recommendations for subjects of educational process to overcome resistance to innovations introduced in educational organizations are proposed.Features of adaptation of the developed information-managing educational environment for schools are presented.

Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

2016 ◽  
Vol 3 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Halis Sakız
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Social Acceptance ◽  
School Administrators ◽  
Migrant Children ◽  
Eastern Region ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
School Cultures ◽  
Inclusive School

Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures.  Keywords: Migrant children; inclusive school culture; qualitative research; Turkey 

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