Finding solutions to promote the inclusion of children with Cerebral Palsy in Arts Education Programmes of Music: an integrative literature review using webQDA

Moreno, Davys; Moreira, António Carrizo; Tymoshchuk, Oksana; Marques, Carlos

doi:10.34624/id.v13i3.25599

Cited by 3 publications

(2 citation statements)

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“…By analysing various studies, technological applications can be used in music education and inclusiveness, using the knowledge that teachers have about technology, using it for the development of students, giving importance to music in the curricular aspect, the need, importance, design, student participation, etc. all these applications (YouTube Music, Yokee, Piano Academy, Gutar free, Karaoke-sing, Voice, Radio, Listening) provide an inclusiveness of students in primary school classrooms (Moreno, Moreira, Tymoshchuk, & Marques, 2021).…”

Section: The Inclusion For Children With Special Needs and Musicmentioning

confidence: 99%

Music as an inclusion tool: can primary school teachers use it effectively?

Devolli

AVDIU-KRYEZİU²

2022

Rast Müzikoloji Dergisi

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The main principle of the Kosovo Curriculum is inclusiveness which means providing equal opportunities for all children and young people in quality education without discrimination. (MASHT (b), 2016) The purpose of this research is to present the role that the subject Music Education has in the inclusion of students with special needs in primary schools. The main research question is: What is the role of the subject Music Education in the inclusion of students with special needs in primary schools? Our research has been conducted by studying various literature related to this issue as well as the practical aspect through a semi-structured interview with primary school teachers who teach children with special educational needs. The qualitative research method was used and data were collected through a semi-structured interview for primary school teachers, grades I-V. According to the results of this research, it can be said that the subject of Music Education plays an important role in the inclusion of students with special educational needs based on the curriculum which includes the integration of different fields and subjects in primary education.

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Section: The Inclusion For Children With Special Needs and Musicmentioning

confidence: 99%

Music as an inclusion tool: can primary school teachers use it effectively?

Devolli

AVDIU-KRYEZİU²

2022

Rast Müzikoloji Dergisi

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“…Based on the theme of our study and the results obtained in the work linked to our study, already carried out [5][6][7][8][9][10], we came across a series of keywords that guided us in our search for information. We have organised these keywords into the following groups by affinity (Group 1, 2, 3 and 4).…”

Section: Phasementioning

confidence: 99%

Studying Inclusion in Music Education - An Integrative Literature Review as a Support in the Choice of Methodology, Using WebQDA

Moreno

Moreira

Tymoshchuk

et al. 2022

Lecture Notes in Networks and Systems

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To reflect and clarify the methodological paths we are following, the objectives of this work were to base the choice of the methodology to be used in our research project related to the Inclusive Education of children with special needs in Arts Education Programmes in Music in Portugal. We started by comparing methodologies used in other research studies on the same theme. We carried out an integrative literature review according to the theme of our study. We began by searching articles through selected keywords in English between 2015 and 2020 in the search engine Google Scholar and b-on, and in the databases: ERIC, Web of Science, and Scopus. All the compiled information was organised and studied through content analysis supported by the webQDA software. We compared methodological options of 40 selected studies. We found 3 empirical studies, 27 studies using an interpretative paradigm and 10 studies using a socio-critical perspective. However, according to the subject of our study, there is only one study using the Action-Research Methodology. Nevertheless, considering the other methodological possibilities, we confirmed that this methodology is the most appropriate for our type of study. The flexibility and collaborative nature of Action-Research is an advantage. The researcher can be considered as part of the reality under study, allowing us to achieve an in-depth understanding of the problems and practical situations. From this perspective, all subjects can be participants in the construction of knowledge, in a continuous dialectical process, in favour of inclusion.

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