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Inkludering av elever med funktionsnedsättning vid musik- och kulturskolor - med fokus på hur de nationella handlingsplanerna och riktlinjerna kontra musik- och kulturskolors verksamhet.

Jenny-Ann, Ståhl (2011)
Malmö Academy of Music
Abstract (Swedish)
Syftet med denna undersökning är att mot bakgrund av nationella
handlingsplaner och riktlinjer för funktionsnedsattas inkludering undersöka hur dessa överensstämmer med musik- och kulturskolors verksamhet. Med musik- och kulturskolan i fokus syftar också denna undersökning till att kritiskt granska inkluderingsarbetet i den reguljära verksamheten vid utvalda musik- och kulturskolor. Även musikpedagogernas kompetens belyses, i syfte att kartlägga behov och väl fungerande arbetsformer. Forskningsfrågorna som ställs är: Hur ser rektorerna i musik och kulturskolor på inkluderingsbegreppet, arbetsformer för inkludering och musiklärarnas kompetens och
fortbildningsbehov i aktuellt område? Metoden för att insamling av
information är baserad på... (More)
Syftet med denna undersökning är att mot bakgrund av nationella
handlingsplaner och riktlinjer för funktionsnedsattas inkludering undersöka hur dessa överensstämmer med musik- och kulturskolors verksamhet. Med musik- och kulturskolan i fokus syftar också denna undersökning till att kritiskt granska inkluderingsarbetet i den reguljära verksamheten vid utvalda musik- och kulturskolor. Även musikpedagogernas kompetens belyses, i syfte att kartlägga behov och väl fungerande arbetsformer. Forskningsfrågorna som ställs är: Hur ser rektorerna i musik och kulturskolor på inkluderingsbegreppet, arbetsformer för inkludering och musiklärarnas kompetens och
fortbildningsbehov i aktuellt område? Metoden för att insamling av
information är baserad på kvalitativa studier genom intervjuer som gjorts med sex rektorer vid kommunal musik- eller kulturskola. Som grund till
intervjuerna låg de tre forskningsfrågorna. Resultatet visar att rektorerna anser att de har en övergripande inkluderande verksamhet i och med att den är öppen för alla. Rektorerna är väl medvetna om vad som innefattas i begreppet inkludering, men med få undantag har de dock svårt att tillämpa detta i gruppundervisning. Resultatet visar också att alla i personalen måste engagera sig i frågor som rör elever med funktionsnedsättningar. Lärare som arbetar praktiskt med eleverna behöver extra mycket stöd i form av utbildning och studiebesök på andra musik- eller musikskolor med verksamhet för elever med funktionsnedsättningar. Ledningen har en stor uppgift att utveckla och eventuellt förändra organisationen så att den blir tillgänglig för elever med
funktionsnedsättningar. Det ställer stora krav på rektorerna som också behöver stöd och råd av lärare med specialutbildning för den specialpedagogiska verksamheten. En slutsats som kan dras av föreliggande arbete är att man måste använda den samlade nationella erfarenheten för att lyckas väl med inkluderingsarbetet. (Less)
Abstract
Title: Inclusion of pupils with functional deficits in music and cultural schools
The major aims of the study are to investigate the extent to which the activities of music and cultural schools that many children in Sweden can attend in their free time are consistent with the plans and guiding principles adopted in Sweden for primary and secondary school education, to examine critically the inclusion work carried on in such schools, and to consider questions of the competence of the music teachers involved, in terms both of the needs at hand and models that appear to function well in this area. Three more concrete questions are explored: how school principals in music and cultural schools view the concept of inclusion, what efforts are... (More)
Title: Inclusion of pupils with functional deficits in music and cultural schools
The major aims of the study are to investigate the extent to which the activities of music and cultural schools that many children in Sweden can attend in their free time are consistent with the plans and guiding principles adopted in Sweden for primary and secondary school education, to examine critically the inclusion work carried on in such schools, and to consider questions of the competence of the music teachers involved, in terms both of the needs at hand and models that appear to function well in this area. Three more concrete questions are explored: how school principals in music and cultural schools view the concept of inclusion, what efforts are made in these schools to further the goal of inclusiveness, and what needs there are of further training and education of the music teachers in question. Interviews concerning these questions were conducted with six principals of community music or cultural schools. They considered their schools to carry on activities of a highly inclusive character, in the sense of all children being able to take part in them.
They also showed a clear understanding of the goal of inclusiveness. At the
same time they appeared, with few exceptions, to have difficulties in putting inclusiveness into practice in teaching at the group level. The results speak for the importance both of the school personnel becoming actively engaged in the problems of pupils with functional deficits, and of teachers who work in a practical way with such pupils receiving extra help and support in terms of special training and of study visits to other music or cultural schools likewise having pupils with functional deficits. It is argued that those in a position of leadership within such schools have a major task in developing and altering the school organization in ways enabling it to adequately serve the needs of these pupils, and also that accomplishing this places strong demands on the school principals in question, who in turn need the support and advice of teachers having special training for the educational tasks with which such schools are faced. Utilizing the experience in its entirety in such matters that has been gained in Sweden is seen as being highly important in order for the goal of inclusiveness to be adequately achieved. (Less)
Please use this url to cite or link to this publication:
author
Jenny-Ann, Ståhl
supervisor
organization
year
type
H2 - Master's Degree (Two Years)
subject
keywords
Functional deficits, pupils, inclusion, music and cultural schools, leadership, school principals, music teachers, work forms, competence, continued education, funktionsnedsättning, elever, inkludering, musik- och kulturskola, rektor, musiklärare, arbetsformer, kompetens, fortbildning
language
Swedish
id
3129357
date added to LUP
2012-10-15 08:57:11
date last changed
2012-11-13 13:51:31
@misc{3129357,
  abstract     = {Title: Inclusion of pupils with functional deficits in music and cultural schools
The major aims of the study are to investigate the extent to which the activities of music and cultural schools that many children in Sweden can attend in their free time are consistent with the plans and guiding principles adopted in Sweden for primary and secondary school education, to examine critically the inclusion work carried on in such schools, and to consider questions of the competence of the music teachers involved, in terms both of the needs at hand and models that appear to function well in this area. Three more concrete questions are explored: how school principals in music and cultural schools view the concept of inclusion, what efforts are made in these schools to further the goal of inclusiveness, and what needs there are of further training and education of the music teachers in question. Interviews concerning these questions were conducted with six principals of community music or cultural schools. They considered their schools to carry on activities of a highly inclusive character, in the sense of all children being able to take part in them.
They also showed a clear understanding of the goal of inclusiveness. At the
same time they appeared, with few exceptions, to have difficulties in putting inclusiveness into practice in teaching at the group level. The results speak for the importance both of the school personnel becoming actively engaged in the problems of pupils with functional deficits, and of teachers who work in a practical way with such pupils receiving extra help and support in terms of special training and of study visits to other music or cultural schools likewise having pupils with functional deficits. It is argued that those in a position of leadership within such schools have a major task in developing and altering the school organization in ways enabling it to adequately serve the needs of these pupils, and also that accomplishing this places strong demands on the school principals in question, who in turn need the support and advice of teachers having special training for the educational tasks with which such schools are faced. Utilizing the experience in its entirety in such matters that has been gained in Sweden is seen as being highly important in order for the goal of inclusiveness to be adequately achieved.},
  author       = {Jenny-Ann, Ståhl},
  keyword      = {Functional deficits,pupils,inclusion,music and cultural schools,leadership,school principals,music teachers,work forms,competence,continued education,funktionsnedsättning,elever,inkludering,musik- och kulturskola,rektor,musiklärare,arbetsformer,kompetens,fortbildning},
  language     = {swe},
  note         = {Student Paper},
  title        = {Inkludering av elever med funktionsnedsättning vid musik- och kulturskolor - med fokus på hur de nationella handlingsplanerna och riktlinjerna kontra musik- och kulturskolors verksamhet.},
  year         = {2011},
}