Adopting selected approach to music education for the learning disabilities in Port Harcourt inclusive schools

Abstract

This study delved to ascertain selected approaches to music education among pupils and students with learning disabilities using Christie Toby Inclusive Education Center as a case study. The study adopted a case study design methodology. Data for the study was gathered using a tripartite instrument: observation, interviews and a questionnaire. Quantitative and qualitative data analysis was carried out to achieve the aim of the study. Quantitative data was analyzed using mean scale while data gathered from interview and observations were analyzed for emerging themes and patterns. Findings of the study showed that, only storytelling and demonstration teaching methods were adopted by the teachers in teaching pupils and students with learning disabilities. While the storytelling was majorly used in teaching the pupils (primary class), demonstration method was used in teaching the students (secondary class). More so, there are several teaching methods available for the teachers to use but the inability of the teachers to explore other teaching methods made it difficult for all the students to get along properly with the teachings. The researcher therefore suggests that in addition to the general methods, the teachers should include the following methods for the benefit of those with learning disabilities: the individualized method, picture method, project method, Fernald approach, behavioural modification approach, and contingency management. The researcher concludes that, the teachers should be trained on how to use the aforementioned methods in teaching the pupils and students with learning disabilities to ensure that the learning objectives are achieved at the end of each class.