Musical bridges to inclusion. The educational journey of an autistic student through composition and music technology.

Autor/in	Perakaki, Elissavet
Titel	Musical bridges to inclusion. The educational journey of an autistic student through composition and music technology.
Quelle	Aus: Buchborn, Thade (Hrsg.); Gall, Marina (Hrsg.); Hennessy, Sarah (Hrsg.); Stumpfögger, Margret (Hrsg.): Liberty - Equity - Creativity. Innovating and inventing music in the classroom. Rum/Innsbruck: HELBLING (2025) S. 43-59 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Reihe	European perspectives on music education. 13
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-7113-0531-2
DOI	10.25656/01:35261
URN	urn:nbn:de:0111-pedocs-352614
Schlagwörter	Inklusive Pädagogik; Autismus-Spektrum-Störung (ASS); Eltern; Lehrer; Schüler; Integrierender Unterricht; Komponieren; Musiktechnologie; Musikunterricht; Empirische Untersuchung; Interview; Qualitative Forschung; Fallbeispiel; Mitschüler; Griechenland
Abstract	"Being part of the music classroom: The role of composition and music technology in the integration of a student with autism" reports on a research project from Greece. In this study, the author explores the experience of a 13-year-old student with autism within a classroom music lesson. The emphasis is on how the group' s structure facilitated his participation. Data from interviews with a language specialist teacher, the music teacher, the student's family and classmates and diary analysis reveal the significance of the student's collaboration, the guidance provided by the music educator, the importance of music technologies for this young person, and the many advantages of involving students with learning, and other challenges in musical activities. This article is part of the anthology European Perspectives on Music Education, Volume 13, addresses topics such as inclusive practices, the role of technology, and teacher education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/4