Facing the challenges of the inclusion of visually impaired students

Music teacher’s perceptions

Bibliographic Data

ID21489966
AuthorsAngela Pino (0000-0001-5947-5578, Universitat Autonòma de Barcelona, corresponding author)
Year2022
Volume40
Issue2
Pages288-300
Publication date2022-05-01
Open AccessYes
TypeARTICLE
VenueInternational Journal of Music Education (JOURNAL)
Journal identifiersISSN: 0255-7614 • E-ISSN: 1744-795X
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/02557614211050987
OpenAlexW3208946307
LanguageEN
Citations received1
References cited22

The basic training of music teachers does not usually contemplate inclusive resources intended to assist visually impaired students. Given the need for specific training, the purpose of this study was to collect together the perceptions of a group of 13 pre-primary, primary, and high school in-service music teachers, as regards a professional development course that addresses the inclusion of pupils with visual impairments. The teachers’ perceptions about the resources provided, the procedures used and the impact of what was learned during the course were obtained by means of open questionnaires and a semi-structured interview. The findings highlight the acquisition of inclusive resources as a starting point for the teachers’ sense of preparedness in the classroom and show the impact of active learning and direct contact with visually impaired students on the development of a positive attitude toward inclusion. Factors and lessons contributing to guiding the design of future professional development programs in the field of inclusive music education for visually impaired students were identified

Mathematics education · Medical education · Music education · Pedagogy · Perception · Preparedness · Professional development · Visually impaired · Collaborative Teaching and Inclusion · Diverse Music Education Insights · Educational Environments and Student Outcomes · Medicine · Psychology · Social Psychology

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