"It's Just the Way I Learn!": Inclusion from the Perspective of a Student with Visual Impairment

Autor/in	Gilbert, Danni
Titel	"It's Just the Way I Learn!": Inclusion from the Perspective of a Student with Visual Impairment
Quelle	In: Music Educators Journal, 105 (2018) 1, S.21-27 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0027-4321
DOI	10.1177/0027432118777790
Schlagwörter	Inclusion; Visual Impairments; Music Education; Musical Instruments; Music Teachers; Teaching Methods; Secondary School Students; High School Graduates; Student Participation; Academic Accommodations (Disabilities); Stakeholders; Teacher Role; Individualized Instruction + Suchen Sie Ihr Suchwort? Inklusion; Visual handicap; Sehbehinderung; Musikerziehung; Musikinstrument; Music; Teacher; Teachers; Musiklehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Individualisierender Unterricht
Abstract	This article describes the inclusive experience of a student with visual impairment in secondary band settings. Information obtained from students with visual impairments who have experienced active participation in school music ensembles may provide much-needed insight into instructional strategies that could improve inclusion. Many music educators believe they lack adequate resources and training in including students with visual impairments. Therefore, a deeper understanding of the experience of participating in secondary performing ensembles from the viewpoints of students can help guide the efforts of those involved in their music education. (A list of notes is included.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01