Necessary for some, and helpful for all: preparing music educators to reach every student
DOI:
https://doi.org/10.5965/2525530408012023e0110Palavras-chave:
educação musical acessível, formação inicial em música, desenho universal para aprendizagem, diferenciação pedagógicaResumo
A porcentagem de alunos em escolas públicas dos EUA,que são classificados como alunos com deficiência de acordo com a Lei de Educação de Indivíduos comDeficiência (IDEA) tem aumentado constantemente nos últimos anos e continua a crescer. Infelizmente, os educadores musicais não estão preparados adequadamente para ensinar alunos com deficiência. Os programas de formação inicial de professors de música não fornecem no curso, conteúdos na área da pedagogia da educação musical acessível. Os conteúdos fornecidos por estes programas limitam-se aos estudos gerais dos aspectos históricos e legais da educação especial. Como resultado, os professores de música acabam se sentindo frustrados e desanimados quando não conseguem ensinar efetivamente os alunos com deficiência, e os alunos com deficiência são privados de uma aprendizagem musical significativa e de experiências musicais. O campo emergente da educação musical acessível é promissor na área de formação de professores de música. As estratégias pedagógicas, abordagens e estruturas do ensino da educação musical acessível ajudam os educadores a alcançarem todos os alunos – não apenas os alunos com deficiência. Este artigo investiga a educação musical acessível conforme ocorre no nível de graduação em uma instituição nos EUA. Conclui-se com a recomendação de incluir duas ferramentas já conhecidas e baseadas em evidências, de educação musical acessível em programas de preparação de professores de música.
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Copyright (c) 2023 Rhoda Bernard
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
