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Özel Gereksinimli Bireyler için Müzik Eğitimi Programlarının Geliştirilmesinde Kullanılan Farklılaştırılmış Öğretim Teknikleri Üzerine Kuramsal Bir İnceleme

Year 2025, Volume: 2 Issue: 1, 19 - 34, 30.06.2025

Sinem Miraç Öztürk

Abstract

Bu araştırma, özel gereksinimli bireyler için geliştirilen müzik eğitimi programlarında farklılaştırılmış öğretim yaklaşımının kuramsal temellerini ve uygulama ilkelerini incelemektedir. Literatürde, müzik eğitiminin özel gereksinimli bireylerin duyuşsal, sosyal ve bilişsel becerilerine ciddi katkılar sunduğunu gösteren çok sayıda bulgu bulunmaktadır. Ancak geleneksel öğretim yöntemleri, bu öğrencilerin farklı öğrenme gereksinimlerini karşılamakta yeterli olamayabilmektedir. Farklılaştırılmış öğretim yaklaşımı, öğrencilerin hazırbulunuşluk düzeyleri, ilgi alanları ve öğrenme stillerini dikkate alarak içerik, süreç ve ürün boyutlarında kapsamlı uyarlamalar yapılmasını önermektedir. Böylece kapsayıcı ve bireysel potansiyeli destekleyen bir müzik eğitimi ortamı oluşturulabilmektedir. Araştırmanın bulguları, ritim ve melodi gibi temel müziksel ögelerin iletişim, motivasyon ve özgüven üzerinde olumlu etkilerinin bulunduğunu doğrulamaktadır. Teknoloji destekli materyaller ve öğretmen, aile ile uzman iş birliği, farklılaştırılmış müzik eğitimi uygulamalarının başarısını artıran temel etmenler arasında gösterilmektedir. Özellikle öğrenme stillerinin müziksel etkinliklere uyarlanması, görsel, işitsel veya dokunsal uyaranların önemini daha belirgin hâle getirerek çeşitli engel gruplarındaki öğrencilerin derse katılımını kolaylaştırmaktadır. Bu durum, müzik eğitiminin kişiye özgü etkileyici gücünü somut biçimde ortaya koymaktadır. Bu bağlamda, farklılaştırılmış öğretimin müzik eğitimiyle bütünleştirilmesinin özel gereksinimli bireylerin eğitimde fırsat eşitliğine erişmeleri ve toplumsal yaşama etkin biçimde katılmaları açısından önemli bir fırsat sunduğu ortaya konmaktadır. Bu nedenle, gelecekteki araştırmaların kuramsal altyapıyı deneysel bulgularla zenginleştirmesi ve çeşitli yetersizlik gruplarını kapsayan kapsamlı çalışmalar yürütmesi önerilmektedir.

Keywords

Özel Gereksinimli Bireyler Farklılaştırılmış Öğretim Müzik Eğitimi Bireyselleştirilmiş Eğitim Programı

References

  • Andreeva, R. (2020). Children with special health needs-definitions and epidemiology: A literature review. Varna Medical Forum, 9(1), 69. https://doi.org/10.14748/VMF.V9I1.6510
  • Botezatu, V. (2023). Feedback in formative assessment: Strategies to optimize student learning. Journal of Pedagogy – Revista de Pedagogie, 71(2), 175–194. https://doi.org/10.26755/revped/2023.2/175
  • Bottge, B., Ma, X., Gassaway, L., Jones, M., & Gravil, M. (2020). Effects of formative assessment strategies on the fractions computation skills of students with disabilities. Remedial and Special Education, 42(5), 279–289. https://doi.org/10.1177/0741932520942954
  • Burak, S., Atabek, O., & Orhon, G. (2022). Relationships between musical behaviors and emotional states, humor styles, and coping humor. Psychology of Music, 50(6), 1877–1895. https://doi.org/10.1177/03057356221076177
  • Castle, C., Greasley, A., & Burland, K. (2022). The musical experiences of adults with severe sight impairment: An interpretative phenomenological analysis. Music & Science, 5, 1–13. https://doi.org/10.1177/20592043221083296
  • Chen, C., Chen, C., & Lou, J. (2024). Enhancing musical accessibility: A novel device for individuals with hearing impairments using vibrations and LED lights synchronized with music tempo. Software Engineering & Trends, 14(8), Article 09. https://doi.org/10.5121/csit.2024.140809
  • Choi, A., Kim, H., Jo, M., Kim, S., Joung, H., Choi, I., & Lee, K. (2024). The impact of visual information in speech perception for individuals with hearing loss: A mini review. Frontiers in Psychology, 15, Article 1399084. https://doi.org/10.3389/fpsyg.2024.1399084
  • Desideri, L., Lancioni, G., Malavasi, M., Gherardini, A., & Cesario, L. (2020). Step-instruction technology to help people with intellectual and other disabilities perform multistep tasks: A literature review. Journal of Developmental and Physical Disabilities, 33(6), 857–886. https://doi.org/10.1007/s10882-020-09781-7
  • Desinguraj, S., & Ebenezer, J. (2021). Differentiated instruction in education. Research Ambition: An International Multidisciplinary e-Journal, 5(4), Article 04. https://doi.org/10.53724/ambition/v5n4.04
  • Devi, S. (2023). Differentiated instruction in special education: Meeting diverse needs in the classroom. Global International Research Thoughts, 11(1), 53–57. https://doi.org/10.36676/girt.2023.v11i1-11
  • Helding, L. (2009). Howard Gardner's theory of multiple intelligences. Journal of Singing, 66(2), 193–196.
  • Jaschke, A. C., Honing, H., & Scherder, E. J. A. (2018). Longitudinal analysis of music education on executive functions in primary school children. Frontiers in Neuroscience, 12, Article 103. https://doi.org/10.3389/fnins.2018.00103
  • Jia, W. (2024). Personalized teaching of vocational English based on the theory of multiple intelligence. Curriculum and Teaching Methodology, 7(3), Article 11. https://doi.org/10.23977/curtm.2024.070311
  • Jin, R. (2022). Reflections on music education and music aesthetics. OAJRC Social Science, 3(3), 227–230. https://doi.org/10.26855/oajrcss.2022.10.003
  • Kariippanon, K., Cliff, D., Lancaster, S., Okely, A., & Parrish, A. (2019). Flexible learning spaces facilitate interaction, collaboration and behavioural engagement in secondary school. PLOS ONE, 14, Article e0223607. https://doi.org/10.1371/journal.pone.0223607
  • Kurtaslan, H., & Güleken, Ü. (2024). Rehabilitation of individuals with special educational needs through music: An accreditation model proposal. Behavioral Sciences, 14, Article 0329. https://doi.org/10.3390/bs14040329
  • Larson, J., Juszczak, A., & Engel, K. (2016). Efficient vocational skills training for people with cognitive disabilities: An exploratory study comparing computer-assisted instruction to one-on-one tutoring. Journal of Applied Research in Intellectual Disabilities, 29(2), 185–196. https://doi.org/10.1111/jar.12176
  • Lu, L., Cochrane, K. A., Kang, J., & Girouard, A. (2023). "Why are there so many steps?": Improving access to blind and low vision music learning through personal adaptations and future design ideas. ACM Transactions on Accessible Computing, 16(3), Article 22. https://doi.org/10.1145/3615663
  • Marlina, M., Efrina, E., & Kusumastuti, G. (2019). Differentiated learning for students with special needs in inclusive schools. In 5th International Conference on Education and Technology (ICET 2019) (pp. 678–681). Atlantis Press. https://doi.org/10.2991/icet-19.2019.164
  • Muksalmina, M., Istiarsyah, I., Kamarullah, K., & Sabaruddin, S. (2024). How effective is the differentiated instruction model for special needs students? Perspectives of inclusive teachers. In Proceedings of the 14th International Conference on Special Education in Southeast Asia Region (Vol. 3, Issue 1, pp. 220–228). https://doi.org/10.57142/picsar.v3i1.586
  • Ni, M., Yang, F., & Liu, M. (2024). Effective application of multiple intelligences theory in music education. Applied Mathematics and Nonlinear Sciences, 9(1), 1–13. https://doi.org/10.2478/amns-2024-0501
  • Pada, A., Nasaruddin, N., & Lutfi, B. (2023). The effect of differentiation learning to increase learning motivation of students in elementary schools. International Journal of Engineering Business and Social Science, 1(3), 192–196. https://doi.org/10.58451/ijebss.v1i03.39
  • Rahimi, H. (2023). Differentiated instruction strategies for students with learning disabilities. Psychological Research in Individuals with Exceptional Needs, 1(1), 13–21. https://doi.org/10.61838/kman.prien.1.1.3
  • Rizki, S. N., & Ningsih, E. P. (2024). Penerapan pembelajaran berdiferensiasi dalam memenuhi gaya belajar siswa peserta didik di sekolah dasar. Ludi Litterarri, 1(1), 38–48. https://doi.org/10.62872/gk5d5q86
  • Safawi, S., & Akay, C. (2022). The effect of differentiated instruction approach on students' academic achievement and attitudes: A meta-analysis study. Integrity Journal of Education and Training, 6(6), 120–132. https://doi.org/10.31248/ijet2022.163
  • Shen, Y. (2024). A music teaching model combining deep learning in the perspective of ecological aesthetic education: The integration of traditional music culture. Applied Mathematics and Nonlinear Sciences, 9(1), 1–14. https://doi.org/10.2478/amns-2024-0880
  • Strogilos, V. (2018). The value of differentiated instruction in the inclusion of students with special needs/disabilities in mainstream schools. SHS Web of Conferences, 42, Article 00003. https://doi.org/10.1051/SHSCONF/20184200003
  • Sun, T. (2024). Practical teaching of music curriculum in colleges and universities based on multiple intelligences theory. Applied Mathematics and Nonlinear Sciences, 9(1), 1–17. https://doi.org/10.2478/amns-2024-0283
  • Şener, S., & Çokçalışkan, A. (2018). An investigation between multiple intelligences and learning styles. Journal of Education and Training Studies, 6(2), 125–132. https://doi.org/10.11114/JETS.V6I2.2643
  • Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
  • Trifatmasari, M., Oktoviana, L. T., & Puspitasari, E. D. (2023). Analysis of student learning styles in differentiation learning. KnE Social Sciences, 8(10), 46–57. https://doi.org/10.18502/kss.v8i10.13431
  • Váradi, J. (2022). A review of the literature on the relationship of music education to the development of socio-emotional learning. SAGE Open, 12(1), 1–11. https://doi.org/10.1177/21582440211068501
  • Veliyeva, I. (2021). Musical-aesthetic education of young schoolchildren through vocal-choral performances. Bulletin of Science and Practice, 7(7), 331–335. https://doi.org/10.33619/2414-2948/68/44
  • Wong, J., Bautista, A., Ho, Y., & Kong, S. (2023). Preschool teachers' music-specific professional development preferences: Does teaching experience matter? Research Studies in Music Education, 46(1), 80–97. https://doi.org/10.1177/1321103X221139992
  • Yu, Y. (2024). Construction of a model of differentiation in music teaching combined with the theory of multiple intelligences. Applied Mathematics and Nonlinear Sciences, 9(1), 1–12. https://doi.org/10.2478/amns-2024-1922

A Theoretical Examination of Differentiated Instruction Techniques Employed in the Development of Music Education Programs for Individuals with Special Needs

Year 2025, Volume: 2 Issue: 1, 19 - 34, 30.06.2025

Sinem Miraç Öztürk

Abstract

This study examines the theoretical foundations and practical principles of a differentiated instruction approach applied in music education programs tailored for individuals with special needs. The literature presents numerous findings demonstrating that music education provides substantial benefits to the affective, social, and cognitive skills of learners with special needs. However, traditional teaching methods may prove insufficient for meeting the diverse learning requirements of these students. The differentiated instruction approach suggests comprehensive modifications in content, process, and product by considering students’ readiness levels, interests, and learning styles. In doing so, an inclusive music education environment that supports individual potential can be established. The findings of this research confirm that essential musical elements, such as rhythm and melody, exert positive influences on communication, motivation, and self-confidence. Technology-enhanced materials and collaboration among teachers, families, and specialists are identified as key factors in the success of differentiated music education practices. Particularly, the alignment of learning styles with musical activities underscores the importance of visual, auditory, or tactile stimuli, thereby facilitating class participation for students in various disability groups. This outcome vividly illustrates the distinct and powerful influence of music education. Consequently, the integration of differentiated instruction with music education is highlighted as a crucial opportunity for individuals with special needs to gain equitable access to education and actively engage in social life. Therefore, future research should enrich the theoretical basis with empirical data and undertake comprehensive studies involving different disability groups.

Keywords

Individuals with Special Needs Differentiated Instruction Music Education Individualized Education Program (IEP)

References

  • Andreeva, R. (2020). Children with special health needs-definitions and epidemiology: A literature review. Varna Medical Forum, 9(1), 69. https://doi.org/10.14748/VMF.V9I1.6510
  • Botezatu, V. (2023). Feedback in formative assessment: Strategies to optimize student learning. Journal of Pedagogy – Revista de Pedagogie, 71(2), 175–194. https://doi.org/10.26755/revped/2023.2/175
  • Bottge, B., Ma, X., Gassaway, L., Jones, M., & Gravil, M. (2020). Effects of formative assessment strategies on the fractions computation skills of students with disabilities. Remedial and Special Education, 42(5), 279–289. https://doi.org/10.1177/0741932520942954
  • Burak, S., Atabek, O., & Orhon, G. (2022). Relationships between musical behaviors and emotional states, humor styles, and coping humor. Psychology of Music, 50(6), 1877–1895. https://doi.org/10.1177/03057356221076177
  • Castle, C., Greasley, A., & Burland, K. (2022). The musical experiences of adults with severe sight impairment: An interpretative phenomenological analysis. Music & Science, 5, 1–13. https://doi.org/10.1177/20592043221083296
  • Chen, C., Chen, C., & Lou, J. (2024). Enhancing musical accessibility: A novel device for individuals with hearing impairments using vibrations and LED lights synchronized with music tempo. Software Engineering & Trends, 14(8), Article 09. https://doi.org/10.5121/csit.2024.140809
  • Choi, A., Kim, H., Jo, M., Kim, S., Joung, H., Choi, I., & Lee, K. (2024). The impact of visual information in speech perception for individuals with hearing loss: A mini review. Frontiers in Psychology, 15, Article 1399084. https://doi.org/10.3389/fpsyg.2024.1399084
  • Desideri, L., Lancioni, G., Malavasi, M., Gherardini, A., & Cesario, L. (2020). Step-instruction technology to help people with intellectual and other disabilities perform multistep tasks: A literature review. Journal of Developmental and Physical Disabilities, 33(6), 857–886. https://doi.org/10.1007/s10882-020-09781-7
  • Desinguraj, S., & Ebenezer, J. (2021). Differentiated instruction in education. Research Ambition: An International Multidisciplinary e-Journal, 5(4), Article 04. https://doi.org/10.53724/ambition/v5n4.04
  • Devi, S. (2023). Differentiated instruction in special education: Meeting diverse needs in the classroom. Global International Research Thoughts, 11(1), 53–57. https://doi.org/10.36676/girt.2023.v11i1-11
  • Helding, L. (2009). Howard Gardner's theory of multiple intelligences. Journal of Singing, 66(2), 193–196.
  • Jaschke, A. C., Honing, H., & Scherder, E. J. A. (2018). Longitudinal analysis of music education on executive functions in primary school children. Frontiers in Neuroscience, 12, Article 103. https://doi.org/10.3389/fnins.2018.00103
  • Jia, W. (2024). Personalized teaching of vocational English based on the theory of multiple intelligence. Curriculum and Teaching Methodology, 7(3), Article 11. https://doi.org/10.23977/curtm.2024.070311
  • Jin, R. (2022). Reflections on music education and music aesthetics. OAJRC Social Science, 3(3), 227–230. https://doi.org/10.26855/oajrcss.2022.10.003
  • Kariippanon, K., Cliff, D., Lancaster, S., Okely, A., & Parrish, A. (2019). Flexible learning spaces facilitate interaction, collaboration and behavioural engagement in secondary school. PLOS ONE, 14, Article e0223607. https://doi.org/10.1371/journal.pone.0223607
  • Kurtaslan, H., & Güleken, Ü. (2024). Rehabilitation of individuals with special educational needs through music: An accreditation model proposal. Behavioral Sciences, 14, Article 0329. https://doi.org/10.3390/bs14040329
  • Larson, J., Juszczak, A., & Engel, K. (2016). Efficient vocational skills training for people with cognitive disabilities: An exploratory study comparing computer-assisted instruction to one-on-one tutoring. Journal of Applied Research in Intellectual Disabilities, 29(2), 185–196. https://doi.org/10.1111/jar.12176
  • Lu, L., Cochrane, K. A., Kang, J., & Girouard, A. (2023). "Why are there so many steps?": Improving access to blind and low vision music learning through personal adaptations and future design ideas. ACM Transactions on Accessible Computing, 16(3), Article 22. https://doi.org/10.1145/3615663
  • Marlina, M., Efrina, E., & Kusumastuti, G. (2019). Differentiated learning for students with special needs in inclusive schools. In 5th International Conference on Education and Technology (ICET 2019) (pp. 678–681). Atlantis Press. https://doi.org/10.2991/icet-19.2019.164
  • Muksalmina, M., Istiarsyah, I., Kamarullah, K., & Sabaruddin, S. (2024). How effective is the differentiated instruction model for special needs students? Perspectives of inclusive teachers. In Proceedings of the 14th International Conference on Special Education in Southeast Asia Region (Vol. 3, Issue 1, pp. 220–228). https://doi.org/10.57142/picsar.v3i1.586
  • Ni, M., Yang, F., & Liu, M. (2024). Effective application of multiple intelligences theory in music education. Applied Mathematics and Nonlinear Sciences, 9(1), 1–13. https://doi.org/10.2478/amns-2024-0501
  • Pada, A., Nasaruddin, N., & Lutfi, B. (2023). The effect of differentiation learning to increase learning motivation of students in elementary schools. International Journal of Engineering Business and Social Science, 1(3), 192–196. https://doi.org/10.58451/ijebss.v1i03.39
  • Rahimi, H. (2023). Differentiated instruction strategies for students with learning disabilities. Psychological Research in Individuals with Exceptional Needs, 1(1), 13–21. https://doi.org/10.61838/kman.prien.1.1.3
  • Rizki, S. N., & Ningsih, E. P. (2024). Penerapan pembelajaran berdiferensiasi dalam memenuhi gaya belajar siswa peserta didik di sekolah dasar. Ludi Litterarri, 1(1), 38–48. https://doi.org/10.62872/gk5d5q86
  • Safawi, S., & Akay, C. (2022). The effect of differentiated instruction approach on students' academic achievement and attitudes: A meta-analysis study. Integrity Journal of Education and Training, 6(6), 120–132. https://doi.org/10.31248/ijet2022.163
  • Shen, Y. (2024). A music teaching model combining deep learning in the perspective of ecological aesthetic education: The integration of traditional music culture. Applied Mathematics and Nonlinear Sciences, 9(1), 1–14. https://doi.org/10.2478/amns-2024-0880
  • Strogilos, V. (2018). The value of differentiated instruction in the inclusion of students with special needs/disabilities in mainstream schools. SHS Web of Conferences, 42, Article 00003. https://doi.org/10.1051/SHSCONF/20184200003
  • Sun, T. (2024). Practical teaching of music curriculum in colleges and universities based on multiple intelligences theory. Applied Mathematics and Nonlinear Sciences, 9(1), 1–17. https://doi.org/10.2478/amns-2024-0283
  • Şener, S., & Çokçalışkan, A. (2018). An investigation between multiple intelligences and learning styles. Journal of Education and Training Studies, 6(2), 125–132. https://doi.org/10.11114/JETS.V6I2.2643
  • Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
  • Trifatmasari, M., Oktoviana, L. T., & Puspitasari, E. D. (2023). Analysis of student learning styles in differentiation learning. KnE Social Sciences, 8(10), 46–57. https://doi.org/10.18502/kss.v8i10.13431
  • Váradi, J. (2022). A review of the literature on the relationship of music education to the development of socio-emotional learning. SAGE Open, 12(1), 1–11. https://doi.org/10.1177/21582440211068501
  • Veliyeva, I. (2021). Musical-aesthetic education of young schoolchildren through vocal-choral performances. Bulletin of Science and Practice, 7(7), 331–335. https://doi.org/10.33619/2414-2948/68/44
  • Wong, J., Bautista, A., Ho, Y., & Kong, S. (2023). Preschool teachers' music-specific professional development preferences: Does teaching experience matter? Research Studies in Music Education, 46(1), 80–97. https://doi.org/10.1177/1321103X221139992
  • Yu, Y. (2024). Construction of a model of differentiation in music teaching combined with the theory of multiple intelligences. Applied Mathematics and Nonlinear Sciences, 9(1), 1–12. https://doi.org/10.2478/amns-2024-1922
There are 35 citations in total.

Details

Primary Language Turkish
Subjects Music Education
Journal Section Research Articles
Authors

Sinem Miraç Öztürk 0000-0001-9355-2557

Early Pub Date April 17, 2025
Publication Date June 30, 2025
Submission Date March 2, 2025
Acceptance Date April 12, 2025
Published in Issue Year 2025 Volume: 2 Issue: 1

Cite

APA Öztürk, S. M. (2025). Özel Gereksinimli Bireyler için Müzik Eğitimi Programlarının Geliştirilmesinde Kullanılan Farklılaştırılmış Öğretim Teknikleri Üzerine Kuramsal Bir İnceleme. Journal of Music and Folklore Studies, 2(1), 19-34.
AMA Öztürk SM. Özel Gereksinimli Bireyler için Müzik Eğitimi Programlarının Geliştirilmesinde Kullanılan Farklılaştırılmış Öğretim Teknikleri Üzerine Kuramsal Bir İnceleme. JMFS. June 2025;2(1):19-34.
Chicago Öztürk, Sinem Miraç. “Özel Gereksinimli Bireyler için Müzik Eğitimi Programlarının Geliştirilmesinde Kullanılan Farklılaştırılmış Öğretim Teknikleri Üzerine Kuramsal Bir İnceleme”. Journal of Music and Folklore Studies 2, no. 1 (June 2025): 19-34.
EndNote Öztürk SM (June 1, 2025) Özel Gereksinimli Bireyler için Müzik Eğitimi Programlarının Geliştirilmesinde Kullanılan Farklılaştırılmış Öğretim Teknikleri Üzerine Kuramsal Bir İnceleme. Journal of Music and Folklore Studies 2 1 19–34.
IEEE S. M. Öztürk, “Özel Gereksinimli Bireyler için Müzik Eğitimi Programlarının Geliştirilmesinde Kullanılan Farklılaştırılmış Öğretim Teknikleri Üzerine Kuramsal Bir İnceleme”, JMFS, vol. 2, no. 1, pp. 19–34, 2025.
ISNAD Öztürk, Sinem Miraç. “Özel Gereksinimli Bireyler için Müzik Eğitimi Programlarının Geliştirilmesinde Kullanılan Farklılaştırılmış Öğretim Teknikleri Üzerine Kuramsal Bir İnceleme”. Journal of Music and Folklore Studies 2/1 (June 2025), 19-34.
JAMA Öztürk SM. Özel Gereksinimli Bireyler için Müzik Eğitimi Programlarının Geliştirilmesinde Kullanılan Farklılaştırılmış Öğretim Teknikleri Üzerine Kuramsal Bir İnceleme. JMFS. 2025;2:19–34.
MLA Öztürk, Sinem Miraç. “Özel Gereksinimli Bireyler için Müzik Eğitimi Programlarının Geliştirilmesinde Kullanılan Farklılaştırılmış Öğretim Teknikleri Üzerine Kuramsal Bir İnceleme”. Journal of Music and Folklore Studies, vol. 2, no. 1, 2025, pp. 19-34.
Vancouver Öztürk SM. Özel Gereksinimli Bireyler için Müzik Eğitimi Programlarının Geliştirilmesinde Kullanılan Farklılaştırılmış Öğretim Teknikleri Üzerine Kuramsal Bir İnceleme. JMFS. 2025;2(1):19-34.
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