The purpose of this study is to explore how music teachers in grades seven to nine work with adjustments in their teaching practices to include students with special needs. This has been done from a sociocultural perspective where inclusion, special adjustments and a school for everyone were the overall themes. The study has been conducted via qualitative interviews, which has been analysed and the results split threefold; teacher’s perspectives on student’s needs, teacher’s opportunities and limitations, and schools opportunities and limitations. The results found in this study indicate that group size together with resources and the music classroom are limiting factors for the quality of music education and to which degree teachers are able to work with inclusion. Working for inclusion was found a must in music education, where playing together was perceived as a vital part of the education. In most of the cases students always being in the classroom were preferred, but there were exceptions where students leaving the classroom were found to be more beneficial for the students in question. Furthermore, letting all students take advantage from adjustments made for special needs students proved to be beneficial for the group as a whole. The study also shows that teachers need to have adequate education with elements of special education to enable them to properly include students with special needs.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:su-218759 |
| Date | January 2023 |
| Creators | Krantz, JohnFredrik |
| Publisher | Stockholms universitet, Institutionen för pedagogik och didaktik |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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