INCLUSIVE TEACHING: A PARADIGM THROUGH MUSIC

Vasiliki Ioannidi, Elli Samara

Abstract


In the framework of this paper, we develop indicatively a teaching example of children with special educational needs and difficulties in their social adjustment, the children with Williams syndrome. The aim of this article is to present a brief literature review of the influence of music education as a new challenge of lifelong special and inclusive education. We will focus on the Williams syndrome, in which the aim of smooth growth and inclusion is achieved more effectively through the influence of music. The cognitive contrasts, which the people with Williams syndrome present, worry scholars and educators. The result is the education of these people to often focus on their weaknesses, e.g. cognitive tests in problem solving and not on their talents e.g. communication, music. However, when these people are approached educationally and therapeutically through their abilities-and not through their any weaknesses, then another perspective of special education and training emerges, that of the development of talents. In this, the educational environment can play a major part and the aims which is called to serve. When an educational environment is a pleasing and interesting challenge, then it acts as a framework of creativity and activation of any auspices and talents of the people with Williams syndrome. In conclusion, the coupling of knowledge and experience emerges as the main methodological and pedagogical objective, as the student with special needs is facilitated towards a process of exploration of his behavioural drives and parallel learning of ways of behaviour and attitudes which do not rely only on knowledge. Thus, the goal of the inclusive education and teaching is realised more directly and effectively.

 

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special educational needs, inclusive teaching, music, Williams syndrome

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References


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