全包容环境下自闭症谱系障碍学生的音乐教育

IF 1.2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Music Education Pub Date : 2021-10-06 DOI:10.1177/00224294211042833

A. Draper

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引用次数: 1

摘要

本多案例研究的目的是探讨两名自闭症谱系障碍(ASD)学生在全包容音乐教育背景下的经历，以及这些经历如何与利益相关者关于音乐教育在这一人群中的作用的观点相一致。数据中出现了三个主题:不太典型的福利、专注于优势和包容的文化。与教育工作者和学校社区有关的因素对这些学生的经历产生了影响，并通过热情好客的伦理进一步探讨。记录教育实践并阐明利益相关者(包括音乐教育者、特殊教育团队、行政部门和家长)对ASD学生在包容性环境中的音乐教育的信念，可能会为最佳实践提供见解，同时质疑有关这一人群独特利益的看法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Music Education for Students With Autism Spectrum Disorder in a Full-Inclusion Context

The purpose of this multiple-case study was to explore the experiences of two students with autism spectrum disorder (ASD) in a full-inclusion music education context and how those experiences aligned with stakeholder perspectives regarding the role of music education for this population. Three themes emerged from the data: The Not-So-Atypical Benefits, A Focus on Strengths, and A Culture of Inclusivity. Factors related to the educators and school community had impact on these students’ experiences and are further explored through the lens of an ethic of hospitality. Documenting educational practices and elucidating the beliefs of stakeholders (including music educators, the special education team, administration, and parents) regarding music education for students with ASD in an inclusion setting may offer insights into best practices while interrogating perceptions regarding unique benefits for this population.

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来源期刊

Journal of Research in Music Education Multiple-

CiteScore

3.40

自引率

7.10%

发文量

期刊介绍： The quarterly Journal of Research in Music Education comprises reports of original research related to music teaching and learning. The wide range of topics includes various aspects of music pedagogy, history, and philosophy, and addresses vocal, instrumental, and general music at all levels, from early childhood through adult.