Tensions and Perplexities within Teacher Education and P-12 Schools for Music Teachers with Visual Impairments

Autor/inn/en	Parker, Elizabeth Cassidy; Draves, Tami J.
Titel	Tensions and Perplexities within Teacher Education and P-12 Schools for Music Teachers with Visual Impairments
Quelle	In: Arts Education Policy Review, 119 (2018) 1, S.42-52 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2016.1201028
Schlagwörter	Visual Impairments; Special Education; Special Education Teachers; Preservice Teachers; Preservice Teacher Education; Attitudes toward Disabilities; Accreditation (Institutions); Music Teachers; Employment Potential; Models; Pedagogical Content Knowledge; Teacher Qualifications; Teacher Recruitment; Teacher Selection; Program Effectiveness; Change Strategies + Suchen Sie Ihr Suchwort? Visual handicap; Sehbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Music; Musiklehrer; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Analogiemodell; Pädagogische Kompetenz; Lehrqualifikation; Lehrerrekrutierung; Lösungsstrategie
Abstract	We have written this article seeking to connect societal perceptions of disability with P-12 schools and higher education institutions toward the goal of greater understanding and equitable employment opportunities for music teachers with disabilities, specifically teacher candidates with visual impairment. In our investigation, we examine the following questions: (a) How have special education programs within P-12 schools, universities, and schools of music reflected societal perceptions of persons with disabilities and how do those in turn influence perceptions of teacher candidates? (b) How have the "essential functions" of teaching been articulated by accreditation programs and what tensions arise when music teachers with visual impairments are considered for employment? and (c) What are potential ways forward for P-12 education, teacher education programs, and schools of music? To disrupt binaries between able and disabled in schools, we recommend embracing a broader, interdependent view of music education, one that is defined by and includes all teaching professionals and school communities. Additionally, we support recruitment of teacher candidates with disabilities to music education programs and consistent advocacy through matriculation and job placement to encourage entry into P-12 schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01