Inclusive education policy in the Hong Kong primary music classroom

Abstract

An education reform policy and inclusive education policy have been implemented in Hong Kong for over a decade. As more students with special educational needs have entered the mainstream education system under these policies, Hong Kong's primary music classrooms offer a site where three policies interact-the education reform policy entitled "Learning to Learn," the policy of inclusive education, and the undeclared "policy" of making savings in the government budget. This article seeks to explore the results of the interaction of these three policies. A qualitative study was carried out to investigate the views of Hong Kong primary school music teachers on the policy of inclusion in relation to music teaching. Insufficient support in inclusive learning in "non-core" subjects, such as music, is evidenced.

Teachers’ conceptions of music teaching: A systematic literature review 2010-2020

“…Authors Recommendations for better teaching and learning [29], [32], [33], [35], [37], [42], [43], [45], [48], [49] Influence of the social, economic and political context on teaching and learning [30], [38], [39], [47] No commitment from the Educational Organization [31], [34], [40], [41], [47], [48] Teachers' perceptions of music teaching [29], [36], [37], [39], [41], [43], [46]…”

“…Concerning the teaching of music by teachers, the articles indicate that there are external factors that have a direct impact on this process, such as the limitations that socioeconomic contexts may have, given that conventional teaching models tend to be based on a limited set of activities and results, leaving aside the reality, which may be an uncertain context with limited resources [30]. In addition, a relevant aspect is support provided by the educational establishment or the directors for the realization of the music class; either with instruments, training, or hiring experts in certain content so that the teacher has better tools and his teaching is more effective in attending to what the student requires for quality learning in the discipline [34], [38], [47]. On the other hand, mention is made of educational policies determining the need to prioritize student learning by introducing methodologies that facilitate their comprehensive training and, although it is true that the subject of music has a reduced number of hours, it is considered that the social context affects in the implementation of teaching [32].…”

“…In terms of educational policies, there is great concern about inclusive education in music education and, from studies conducted in Hong Kong, one can reflect the impact of the teaching context, in this case of primary music teachers in Hong Kong, reporting that there are low priorities in support on the social acceptance of students with special educational needs (SEN) regarding the emphasis requested by institutions versus the academic outcomes requested of these students [38], [39].…”

“…Music is a non-core subject that has no SEN support. This is confusing in political terms with situations such as "Learning to Learn" and budget savings [38].…”

Arte-Educação E Educação Especial Na Perspectiva Da Educação Inclusiva: Uma Pesquisa Bibliográfica

“…Alguns pesquisadores se interessaram pela discussão sobre os desafios de cunho político e econômico referentes à implantação do modelo de Educação Inclusiva no sistema regular e, em ressonância, nas aulas de Arte das escolas inclusivas (HAMMEL;HOURIGAN, 2011;HOURIGAN, 2014;WONG;CHICK, 2016).…”