Comparison of Attitudes of Teachers of Physical and Musical Education toward Inclusion of Children with Disabilities

1996 ◽  
Vol 78 (3) ◽  
pp. 768-770 ◽  
Author(s):  
Georgios D. Sideridis ◽  
Judy P. Chandler
Keyword(s):  
Physical Education ◽  
Elementary Teachers ◽  
Music Education ◽  
Regular Education ◽  
Children With Disabilities ◽  
Elementary Music ◽  
Musical Education ◽  
Severity Of Disability ◽  
Teachers Attitudes ◽  
Elementary Music Education

56 elementary teachers of physical education and 54 teachers of elementary music education responded to the Teacher Integration Attitudes Questionnaire which assesses teachers' attitudes regarding inclusion of children with disabilities into regular education settings. Analysis indicated that children with emotional and behavioral disorders were perceived less favorably by teachers of music education and children with orthopedic handicaps were perceived less favorably by teachers of physical education. The type and severity of disability appeared to influence teachers' attitudes towards including children with disabilities in regular education classrooms.

Music and Social Justice

2021 ◽  
Author(s):  
Cathy Benedict
Keyword(s):  
Social Justice ◽  
Music Education ◽  
Elementary Students ◽  
Music Teachers ◽  
Elementary Music ◽  
Elementary Student ◽  
Teachers And Students ◽  
The Voice ◽  
Elementary Music Education ◽  
The Way

This book challenges and reframes traditional ways of addressing many of the topics we have come to think of as social justice. Offering practical suggestions for helping both teachers and students think philosophically (and thus critically) about the world around them, each chapter engages with important themes through music making and learning as it presents scenarios, examples of dialogue with students, unit ideas, and lesson plans geared toward elementary students (ages 6–14). Taken-for-granted subjects often considered sacrosanct or beyond the understanding of elementary students, such as friendship, racism, poverty, religion, and class, are addressed and interrogated in a way that honors the voice and critical thinking of the elementary student. Suggestions are given that help both teachers and students to pause, reflect, and redirect dialogue with questions that uncover bias, misinformation, and misunderstandings that too often stand in the way of coming to know and embracing difference. Guiding questions, which anchor many curricular mandates, are used throughout in order to scaffold critical and reflective thinking beginning in the earliest grades of elementary music education. Where does social justice reside? Whose voice is being heard, and whose is being silenced? How do we come to think of and construct poverty? How is it that musics become used the way they are used? What happens to songs initially intended for socially driven purposes when their significance is undermined? These questions and more are explored, encouraging music teachers to embrace a path toward socially just engagements at the elementary level.

The characteristics of applying computer technologies in the process of musical education

2016 ◽  
Vol 5 (2) ◽  
pp. 95
Author(s):  
Jolanta Abramauskienė
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
New Approach ◽  
Trainee Teachers ◽  
Musical Education ◽  
Internet Resources ◽  
Computer Technologies ◽  
New Information ◽  
Teachers Attitudes ◽  
Education Process

<p>On the basis of research material analysis the paper aims to determine the changes happening in music education, which were brought about by the application of computer technologies. The possible trends of applying computer technologies in musical education are analyzed. The changes in the society and the development of computer technologies promote a new approach to the process of musical education. The use of computer technologies in the process of musical education presents new opportunities: music can be recorded, created, it is possible to ply different instruments, learn the theory of music, develop one‘s hearing, search for new information by means of the internet resources. Computer technologies is significant for the professional competences of the trainee teachers of music and can complement tne training of teachers of music. The article presents the analysis of the future teachers’ attitudes to the application of computer technologies in musical education and highlights the characteristics of computer technologies use. The results of the survey demonstrate that there appear aspects of using computer technologies in the education process that need to be improved. Hence, it is important to look for ways to convey the knowledge of music and skills more efficiently.</p><p> </p><p> Keywords: computer technologies, musical education, preparation of music teachers.</p>

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