Simulating Disabilities as a Tool for Altering Individual Perceptions of Working with Children with Special Needs

Autor/in	Colwell, Cynthia M.
Titel	Simulating Disabilities as a Tool for Altering Individual Perceptions of Working with Children with Special Needs
Quelle	In: International Journal of Music Education, 31 (2013) 1, S.68-77 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761411433725
Schlagwörter	Assistive Technology; Music Education; Measures (Individuals); Visual Impairments; Music Therapy; Special Needs Students; Hearing Impairments; Music Teachers; Positive Attitudes; Disabilities; Simulation; Student Attitudes; Teaching Methods; Preservice Teachers; Teacher Education; Questionnaires; Physical Disabilities; Attitude Change; Course Descriptions + Suchen Sie Ihr Suchwort? Musikerziehung; Messdaten; Visual handicap; Sehbehinderung; Musiktherapie; Sonderpädagogischer Förderbedarf; Hearing impairment; Hörbehinderung; Music; Teacher; Teachers; Musiklehrer; Handicap; Behinderung; Simulation program; Simulationsprogramm; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Fragebogen; Physical handicap; Körperbehinderung; Attitudinal change; Einstellungsänderung; Kursstrukturplan
Abstract	The purpose of this study was to examine the impact of disability simulations on the attitudes of individuals who will be working with children with special needs in music settings and to compare these attitudes between student music therapists and pre-service music educators. Each participant completed a questionnaire on the first day of class and again after participating in a disability simulation approximately two weeks later. The disabilities simulated included an individual with a one-arm amputation, an individual requiring mobility in a wheelchair due to paralysis, an individual with a hearing impairment, and an individual with a visual impairment. Results indicated that participants had more positive attitudes after experiencing the simulation although there was no difference between majors (music therapy or music education). Results also indicated that attitudes showed a greater shift when statements on the questionnaire were stated negatively rather than positively. Limitations and implications for future studies were discussed. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10