Farklı Özel Gereksinim Gruplarında Müzik Eğitimine Yönelik Programların İncelenmesi ve Uygulamaya Yansımaları
Abstract
Bu araştırma, özel gereksinim gruplarına yönelik müzik eğitimi programlarının kuramsal temelleri ve uygulama süreçlerini kapsamlı biçimde incelemeyi amaçlamaktadır. Çalışma, müzik eğitiminin bireylerin bilişsel, duyuşsal ve sosyal gelişim süreçlerine sağladığı katkıları, öğrenme kuramları ve sosyal etkileşim yaklaşımları bağlamında ele almaktadır. Bu doğrultuda, görme, işitme, zihinsel, bedensel yetersizlik ve otizm gibi farklı özel gereksinim gruplarına yönelik programların, bireyselleştirilmiş ve çok boyutlu yaklaşımlar temelinde yapılandırılmasının önemi vurgulanmaktadır. Araştırma, ulusal ve uluslararası literatür taraması yapılarak elde edilen verilerin sistematik içerik analizi yöntemiyle değerlendirilmesine dayanmaktadır. Elde edilen bulgular, müzik eğitiminin öğrencilere sunduğu bilişsel destek, duyuşsal denge ve sosyal etkileşimi geliştirme kapasitesinin yanı sıra, programların teorik altyapısının uygulamaya yansıtılmasında karşılaşılan zorlukları da ortaya koymaktadır. Sonuç olarak, mevcut müzik eğitimi programları, özel gereksinimli bireylerin eğitim süreçlerine olumlu katkılar sağlasa da, uygulama aşamasında yapısal ve metodolojik eksiklikler gözlemlenmektedir. Bu bağlamda, teknolojik altyapının güçlendirilmesi, öğretmenlerin mesleki gelişiminin desteklenmesi ve bireyselleştirilmiş yaklaşımların daha etkin hale getirilmesi, programların sürdürülebilirliğini ve genel etkililiğini artırmak için önemli sayılabilmektedir.
Ethical Statement
Bu formda yer alan tüm bilgilerin doğru olduğunu, makalenin belirtilen standartlara uygun olarak hazırlandığını ve yukarıda belirtilen etik ve idari hususların eksiksiz yerine getirildiğini onaylıyorum.
References
- Aycan, K. (2018). Discovering learning style with active music education practices. Cypriot Journal of Educational Sciences. https://doi.org/10.18844/CJES.V13I4.3483
- Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.
- Cooper, H. (2010). Research synthesis and meta-analysis: A step-by-step approach (4rd ed.). SAGE Publications.
- Daněk, A. (2024). Inclusive music education: Opportunities for children with special educational needs. AD ALTA: 14/01. https://doi.org/10.33543/j.1401.4145.
- Draper, A., & Bartolome, S. (2021). Academy of Music and Arts for Special Education (AMASE): An ethnography of an individual music instruction program for students with disabilities. Journal of Research in Music Education, 69, 258-283. https://doi.org/10.1177/0022429421990337
- Gebhardt, S., Dammann, I., Loescher, K., Wehmeier, P., Vedder, H., & von Georgi, R. (2018). The effects of music therapy on the interaction of the self and emotions-An interim analysis. Complementary Therapies in Medicine, 41, 61-66. https://doi.org/10.1016/j.ctim.2018.08.014
- Grimsby, R., & Jones, S. (2024). It’s not optional: Implementing IEPs in the music classroom. Music Educators Journal. https://doi.org/10.1177/00274321241275870
- Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269-289. https://doi.org/10.1177/0255761410370658
- Hernández-Bravo, J., Cardona-Moltó, C., & Hernández-Bravo, J. (2016). The effects of an individualized ICT-based music education programme on primary school students’ musical competence and grades. Music Education Research, 18, 176-194. https://doi.org/10.1080/14613808.2015.1049255
- Johansen, G. (2007). Educational quality in music teacher education: Components of a foundation for research. Music Education Research, 9, 435-448. https://doi.org/10.1080/14613800701587829
- Koelsch, S. (2010). Towards a Neural Basis of Music-Evoked Emotions. Trends in Cognitive Sciences, 14(3), 131-137. https://doi.org/10.1016/j.tics.2010.01.002.
- Millî Eğitim Bakanlığı [MEB]. (2018). Özel eğitim hizmetleri yönetmeliği. Resmî Gazete (Sayı: 30471).
- Muñoz, E., & Mas, A. (2017). The role of emotional skills in music education. British Journal of Music Education, 34, 243-258. https://doi.org/10.1017/S0265051717000067
- Standley, J. M. (2002). A meta-analysis of the efficacy of music therapy for children with special needs. Journal of Music Therapy, 39(3), 193-216. https://doi.org/10.1053/jpdn.2002.124128
- Stavrou, N. (2024). Embracing diversity through differentiated instruction in music education. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1501354
- Van Vreden, M. (2023). Playing on both sides of the djembe: Preservice music teacher development through facilitating drumming at a special education school. Journal of Music Teacher Education. https://doi.org/10.1177/10570837231217100
- Wan, C. Y., & Schlaug, G. (2010). Music Making as a Tool for Promoting Brain Plasticity across the Life Span. Neuroscientist, 16(5), 566–577. https://doi.org/10.1177/1073858410377805
- Wang, F., Huang, X., Zeb, S., Liu, D., & Wang, Y. (2022). Impact of music education on mental health of , higher education students: Moderating role of emotional intelligence. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.938090
- Wigram, T., Pedersen, I. N., & Bonde, L. O. (2002). A comprehensive guide to music therapy: Theory, clinical practice, research and training. Jessica Kingsley Publishers.
- Williams, M., Johnson, M., Lavian, M., O'Neil, S., & Borchert, M. (2023). Quality of individualized education programs for children with visual impairments and autism spectrum disorder. Journal of Visual Impairment & Blindness, 117, 199-211. https://doi.org/10.1177/0145482X231184449
- Xin, J., Hwa, P., Cooper, S., & Wing, C. (2023). Special needs in music education from an inclusive perspective: A bibliometric review. Malaysian Journal of Social Sciences and Humanities (MJSSH). https://doi.org/10.47405/mjssh.v8i8.2481
An Examination of Music Education Programs for Different Special Needs Groups and Their Implications for Practice
Abstract
This research aims to comprehensively examine the theoretical foundations and implementation processes of music education programs designed for special needs groups. The study explores the contributions of music education to the cognitive, affective, and social development of individuals within the context of learning theories and social interaction approaches. In this regard, the importance of structuring programs for various special needs groups-including those with visual, auditory, intellectual, and physical disabilities, as well as autism-on the basis of individualized and multidimensional approaches is emphasized. The research is based on a systematic content analysis of data obtained from a review of both national and international literature. The findings reveal not only the capacity of music education to provide cognitive support, enhance affective balance, and foster social interaction among students, but also highlight the challenges encountered in translating theoretical frameworks into practice. In conclusion, although existing music education programs positively contribute to the educational processes of individuals with special needs, significant structural and methodological shortcomings are observed during implementation. Strengthening technological infrastructure, supporting the professional development of educators, and adopting more effective individualized approaches are essential for improving the sustainability and overall effectiveness of these programs. The results of this study serve as a foundation for further research and offer valuable insights for policymakers, practitioners, and researchers dedicated to enhancing the quality and inclusiveness of music education for special needs populations. Furthermore, this study contributes to literature by providing recommendations for enhancing outcomes and program design in settings.
References
- Aycan, K. (2018). Discovering learning style with active music education practices. Cypriot Journal of Educational Sciences. https://doi.org/10.18844/CJES.V13I4.3483
- Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.
- Cooper, H. (2010). Research synthesis and meta-analysis: A step-by-step approach (4rd ed.). SAGE Publications.
- Daněk, A. (2024). Inclusive music education: Opportunities for children with special educational needs. AD ALTA: 14/01. https://doi.org/10.33543/j.1401.4145.
- Draper, A., & Bartolome, S. (2021). Academy of Music and Arts for Special Education (AMASE): An ethnography of an individual music instruction program for students with disabilities. Journal of Research in Music Education, 69, 258-283. https://doi.org/10.1177/0022429421990337
- Gebhardt, S., Dammann, I., Loescher, K., Wehmeier, P., Vedder, H., & von Georgi, R. (2018). The effects of music therapy on the interaction of the self and emotions-An interim analysis. Complementary Therapies in Medicine, 41, 61-66. https://doi.org/10.1016/j.ctim.2018.08.014
- Grimsby, R., & Jones, S. (2024). It’s not optional: Implementing IEPs in the music classroom. Music Educators Journal. https://doi.org/10.1177/00274321241275870
- Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269-289. https://doi.org/10.1177/0255761410370658
- Hernández-Bravo, J., Cardona-Moltó, C., & Hernández-Bravo, J. (2016). The effects of an individualized ICT-based music education programme on primary school students’ musical competence and grades. Music Education Research, 18, 176-194. https://doi.org/10.1080/14613808.2015.1049255
- Johansen, G. (2007). Educational quality in music teacher education: Components of a foundation for research. Music Education Research, 9, 435-448. https://doi.org/10.1080/14613800701587829
- Koelsch, S. (2010). Towards a Neural Basis of Music-Evoked Emotions. Trends in Cognitive Sciences, 14(3), 131-137. https://doi.org/10.1016/j.tics.2010.01.002.
- Millî Eğitim Bakanlığı [MEB]. (2018). Özel eğitim hizmetleri yönetmeliği. Resmî Gazete (Sayı: 30471).
- Muñoz, E., & Mas, A. (2017). The role of emotional skills in music education. British Journal of Music Education, 34, 243-258. https://doi.org/10.1017/S0265051717000067
- Standley, J. M. (2002). A meta-analysis of the efficacy of music therapy for children with special needs. Journal of Music Therapy, 39(3), 193-216. https://doi.org/10.1053/jpdn.2002.124128
- Stavrou, N. (2024). Embracing diversity through differentiated instruction in music education. Frontiers in Education. https://doi.org/10.3389/feduc.2024.1501354
- Van Vreden, M. (2023). Playing on both sides of the djembe: Preservice music teacher development through facilitating drumming at a special education school. Journal of Music Teacher Education. https://doi.org/10.1177/10570837231217100
- Wan, C. Y., & Schlaug, G. (2010). Music Making as a Tool for Promoting Brain Plasticity across the Life Span. Neuroscientist, 16(5), 566–577. https://doi.org/10.1177/1073858410377805
- Wang, F., Huang, X., Zeb, S., Liu, D., & Wang, Y. (2022). Impact of music education on mental health of , higher education students: Moderating role of emotional intelligence. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.938090
- Wigram, T., Pedersen, I. N., & Bonde, L. O. (2002). A comprehensive guide to music therapy: Theory, clinical practice, research and training. Jessica Kingsley Publishers.
- Williams, M., Johnson, M., Lavian, M., O'Neil, S., & Borchert, M. (2023). Quality of individualized education programs for children with visual impairments and autism spectrum disorder. Journal of Visual Impairment & Blindness, 117, 199-211. https://doi.org/10.1177/0145482X231184449
- Xin, J., Hwa, P., Cooper, S., & Wing, C. (2023). Special needs in music education from an inclusive perspective: A bibliometric review. Malaysian Journal of Social Sciences and Humanities (MJSSH). https://doi.org/10.47405/mjssh.v8i8.2481
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Curriculum and Instration (Other) |
| Journal Section | Eğitim Bilimleri |
| Authors | |
| Publication Date | April 30, 2025 |
| Submission Date | March 10, 2025 |
| Acceptance Date | April 1, 2025 |
| Published in Issue | Year 2025 Volume: 9 Issue: 20 |
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The Journal of Interdisciplinary Educational Researches (JIER) published by the Interdisciplinary Educational and Research Association (JIER)A) is an internationally eminent journal.
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