Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Musiklärares erfarenheter av att inkludera i grundskolan:: En kvalitativ studie om musiklärares erfarenheter och attityder till inkludering av elever med funktionsnedsättningar i grundskolans musikundervisning
Linnaeus University, Faculty of Arts and Humanities, Department of Music and Art.
2019 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Music teachers experiences of including in compulsory school: : A qualitative study of music teachers´ experiences and attitudes towards inclusion of pupils with disabilities in compulsory school. (English)
Abstract [en]

The aim of this study is to examine music teachers experiences of including students with different varieties of disabilities. Furthermore, the teachers attitudes towards inclusion and the adjustments necessary is looked into. Furthermore, study is conducted through the social model of disability, which derives from the notion that society creates physical obstacles and inhibitive attitudes for disabled individuals. The result make visible that music teachers are very much aware about students’ different needs. The teachers experience that the adjustments are mostly adequate. However, they do experience that the adjustments in some cases are not enough. This means that the music teachers attitudes towards inclusion and adjustments for the students in need are both positive and negative. Contributing factors to the negative attitudes are for instance students lack of commitment, extroverted and disturbing students as well as the teachers think they do not have enough time in relations to the number of pupils attending their classes. In conclusion, the pre-conditions which the music teachers have is of great importance for the teachers to be able to fulfill the students’ special needs. Furthermore, it shows that the teacher to student relations are essential for the function of the inclusion-process.

Place, publisher, year, edition, pages
2019. , p. 42
Keywords [sv]
inkludering, musikundervisning, grundskolan, funktionsnedsättning, funktionshinder, den sociala modellen
National Category
Music
Identifiers
URN: urn:nbn:se:lnu:diva-85827OAI: oai:DiVA.org:lnu-85827DiVA, id: diva2:1329769
Subject / course
Music
Educational program
Teacher Education Programme for Upper Secondary School, 300/330 credits
Supervisors
Examiners
Available from: 2019-06-25 Created: 2019-06-24 Last updated: 2019-06-25Bibliographically approved

Open Access in DiVA

fulltext(531 kB)21 downloads
File information
File name FULLTEXT01.pdfFile size 531 kBChecksum SHA-512
d523c417f577cfeda697aeb151b081fb09e9d0e8048f4670a871ede496ae39cb6141a86ec5b51513a2966f9757b283193e0c41b33b4776ea4dbe05e66840e292
Type fulltextMimetype application/pdf

By organisation
Department of Music and Art
Music

Search outside of DiVA

GoogleGoogle Scholar
Total: 21 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 61 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf