Practitioner-Researchers' Views of Disability Education Project for Children with Severe Multiple Disabilities: A First-Person Group Study Using Collaborative Autoethnography

Autor/inn/en	Miho Yamada; Yutaka Nakanishi; Shingo Okada; Taichi Akutsu
Titel	Practitioner-Researchers' Views of Disability Education Project for Children with Severe Multiple Disabilities: A First-Person Group Study Using Collaborative Autoethnography
Quelle	In: International Journal of Music Education, 42 (2024) 3, S. 495-507Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Miho Yamada) ORCID (Taichi Akutsu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/02557614231179466
Schlagwörter	Forschungsbericht; Students with Disabilities; Severe Disabilities; Multiple Disabilities; Music Education; Attitudes toward Disabilities; Teacher Attitudes; Musical Instruments; Researchers; Experience; Ethnography; Cooperation; Foreign Countries; Social Bias; Attitude Change; Special Education; Japan + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Multiple disability; Mehrfachbehinderung; Musikerziehung; Lehrerverhalten; Musikinstrument; Researcher; Forscher; Erfahrung; Ethnografie; Co-operation; Kooperation; Ausland; Attitudinal change; Einstellungsänderung; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Children with severe multiple disabilities face numerous possibilities for enjoying music and participating in performance activities; however, the research practice for realizing these possibilities involves various difficulties. To understand the disabilities of children and their engagement with music, awareness of one's perception of disability is necessary for each practitioner-researcher. The researchers of the current study reflected on their personal views about disability and life histories and described and analyzed them through collaborative autoethnography (CAE). The study was conducted through the practice of combining electronic music equipment and traditional instruments as a music education project for children with severe multiple disabilities. The results demonstrated that the perceptions of the researchers about disability and their life histories interacted with and transformed their research practice. Additionally, the study highlighted how endeavors in CAE encouraged dialogue among researchers and deepened mutual understanding. The suggestions for researchers of music education practice with children with disabilities include analysis of disability from the first-person perspective and sharing of views among co-researchers. (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: https://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/06