IMPLEMENTATION OF INDIVIDUALIZED EDUCATION PLAN IN SPECIAL EDUCATION MUSIC COURSES

Nurselin Özä°l () and Seval Kã–se ()
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Nurselin Özä°l: Burdur Mehmet Akif Ersoy Ãœniversitesi
Seval Kã–se: Burdur Mehmet Akif Ersoy Ãœniversitesi

Eurasian Art & Humanities Journal, 2024, vol. 18, issue 18, 35-45

Abstract: This study aims to determine which student needs music teachers teaching music lessons to individuals with special education identify before ındividualized education plan implementations, the physical environment characteristics in which ındividualized education plan implementations are carried out, which music teaching methods and which music education materials they use. The research is a qualitative field research in survey model. In data collection, the views of music teachers were obtained through a semi-structured interview technique developed by the researcher, using an interview form consisting of a total of 6 questions. The qualitative data obtained in the study were analyzed through content analysis / descriptive analysis. The findings were interpreted and presented. Coding technique was used to transform the data into findings. The study group of the research consisted of the Ticaret Borsası, Prof. Dr. Orhan Oğuz Anatolian High School, Fahri Günay Secondary School Dr. Safa Halaç Specia†l Education Secondary School, which were randomly selected in the 2022-2023 academic year in Eskişehir province. Safa Halaç Special Education Secondary School, Aid Yardım Sevenler Derneği Special Education Practice School, Avukat Lütfi Ergökmen Special Education Practice School, Suzan Gürcanlı Special Education Practice School, Elbruz Bilge Special Education Practice School, Devlet Malzeme Ofisi Special Education Vocational School, Özkan Halaç Special Education Vocational School, which were randomly selected in the 2022-2023 academic year. The results of the study revealed that the teachers in the study group prepared the individual differences of students with special education before the Individualized Education Plan by taking into account their disability status, carried out their lessons in music classrooms suitable for the physical environment conditions, used music teaching techniques according to the perceptions of the students, and the materials used in the lessons were mostly the individual instruments of the teachers.

Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eas:arthum:v:18:y:2024:i:18:p:35-45

DOI: 10.17740/eas.art.2024-V18-04

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