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Musiklärare möter barn med AD/HD "...det är ju bara lite galenskap"

Ragnarsdotter, Amanda LU (2016) LAMP72 20161
Malmö Academy of Music
Abstract (Swedish)
Efter att själv ha mött barn med diagnosen AD/HD väcktes det ett intresse för hur skolsituationen ser ut för dessa barn idag. Som musiklärarstudent kändes det extra intressant att titta på just musiklektionerna. Denna uppsats syftar till att undersöka hur musiklärare i grundskolan ser på sin egen undervisning av barn med AD/HD samt vilka särskilda metoder de använder i sin undervisning. Studien är byggd på fyra kvalitativa intervjuer med två kvinnliga respektive två manliga musiklärare som arbetat under olika lång tid i grundskolan. I litteraturkapitlet presenteras litteratur som berör olika pedagogiska metoder och vikt läggs vid begreppet inkludering. I resultatet framgår att samtliga musiklärare menar att relationerna till eleverna är... (More)
Efter att själv ha mött barn med diagnosen AD/HD väcktes det ett intresse för hur skolsituationen ser ut för dessa barn idag. Som musiklärarstudent kändes det extra intressant att titta på just musiklektionerna. Denna uppsats syftar till att undersöka hur musiklärare i grundskolan ser på sin egen undervisning av barn med AD/HD samt vilka särskilda metoder de använder i sin undervisning. Studien är byggd på fyra kvalitativa intervjuer med två kvinnliga respektive två manliga musiklärare som arbetat under olika lång tid i grundskolan. I litteraturkapitlet presenteras litteratur som berör olika pedagogiska metoder och vikt läggs vid begreppet inkludering. I resultatet framgår att samtliga musiklärare menar att relationerna till eleverna är det viktigaste i arbetet med barn med AD/HD, och helt avgörande för hur undervisningssituationen fungerar. Förutom betoningen av att ha en god relation till eleven beskriver informanterna olika arbetssätt som de använder i undervisningen. Studien visar variationer i lärarnas olika arbetssätt. De metoder som används påverkas dels av klassrummets utformning och dels på grund av brist på specialpedagogisk kunskap. Till sist framgår det att musiklärarna inte har någon specialpedagogisk utbildning men att de upplever att det ändå ställs krav på viss specialpedagogisk kompetens. (Less)
Abstract
Upon meeting children diagnosed with AD/HD, I found myself interested in what their situation at school looks like today. Being a music teacher myself, I was especially interested in studying this aspect with regards to music lessons. The aim of this paper is to show how music teachers in elementary school regard their work with children with AD/HD and what particular methods they use when they teach. The study is based on four qualitative interviews with two female and two male music teachers, with varying degrees of work experience as elementary school teachers. In the literature review chapter, previous research discussing different pedagogical methods is discussed, and focus lies on the term ”inclusion”. The results show that all of... (More)
Upon meeting children diagnosed with AD/HD, I found myself interested in what their situation at school looks like today. Being a music teacher myself, I was especially interested in studying this aspect with regards to music lessons. The aim of this paper is to show how music teachers in elementary school regard their work with children with AD/HD and what particular methods they use when they teach. The study is based on four qualitative interviews with two female and two male music teachers, with varying degrees of work experience as elementary school teachers. In the literature review chapter, previous research discussing different pedagogical methods is discussed, and focus lies on the term ”inclusion”. The results show that all of the interviewed music teachers think their relationship with the students is the most important factor when working with children with AD/HD, and a fundamental aspect of the way teaching in class works. In addition to having a good relationship with the students, the interviewees all describe different methods that they use in their teaching. The study shows differences and variation to the teachers’ methods. Which methods they employ is guided by the configuration of the classroom, as well as a lack of knowledge in special education. None of the teachers interviewed in the study have special education qualifications, and yet they feel they are expected to utilize some special educational practices. (Less)
Please use this url to cite or link to this publication:
author
Ragnarsdotter, Amanda LU
supervisor
organization
alternative title
Music teachers meet children with AD/HD “..it is only a little madness”
course
LAMP72 20161
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
music education, neuropsychiatric disability, musikpedagogik, utbildningsvetenskap, specialpedagogik, inkludering, musikundervisning, AD/HD, neuropsykiatrisk funktionsnedsättning, inclusion, special education, educational science
language
Swedish
id
8878800
date added to LUP
2016-06-13 09:26:07
date last changed
2016-06-13 09:26:07
@misc{8878800,
  abstract     = {Upon meeting children diagnosed with AD/HD, I found myself interested in what their situation at school looks like today. Being a music teacher myself, I was especially interested in studying this aspect with regards to music lessons. The aim of this paper is to show how music teachers in elementary school regard their work with children with AD/HD and what particular methods they use when they teach. The study is based on four qualitative interviews with two female and two male music teachers, with varying degrees of work experience as elementary school teachers. In the literature review chapter, previous research discussing different pedagogical methods is discussed, and focus lies on the term ”inclusion”. The results show that all of the interviewed music teachers think their relationship with the students is the most important factor when working with children with AD/HD, and a fundamental aspect of the way teaching in class works. In addition to having a good relationship with the students, the interviewees all describe different methods that they use in their teaching. The study shows differences and variation to the teachers’ methods. Which methods they employ is guided by the configuration of the classroom, as well as a lack of knowledge in special education. None of the teachers interviewed in the study have special education qualifications, and yet they feel they are expected to utilize some special educational practices.},
  author       = {Ragnarsdotter, Amanda},
  keyword      = {music education,neuropsychiatric disability,musikpedagogik,utbildningsvetenskap,specialpedagogik,inkludering,musikundervisning,AD/HD,neuropsykiatrisk funktionsnedsättning,inclusion,special education,educational science},
  language     = {swe},
  note         = {Student Paper},
  title        = {Musiklärare möter barn med AD/HD "...det är ju bara lite galenskap"},
  year         = {2016},
}