The present research aims to evaluate the effectiveness of the World Voice program on inclusive education. The World Voice program involves the approach of musical training and activity for classroom inclusion. Primary school teachers are encouraged and trained to use singing as a pedagogical tool to enhance pupils’ learning across subjects. In the present research, a total of 15 teachers (Group A) from 8 primary schools participated in this program. Classroom observations, teacher interviews, and questionnaire surveys on teacher efficacy and attitude towards inclusive education were conducted at pre-, mid-way and post-training stages. One comparison group of 45 teachers (Group B) teaching the same group of students from the participating schools was recruited for comparison. From the survey, the positive changes of the teachers’ concerns, efficacy, attitudes, and intention about inclusive education in participating teachers were noted. From classroom observations and teacher interviews, students’ greater level of engagement, increasing confidence, higher motivation and learning enhancement were identified and reported. It was evident that the singing and musical activities were beneficial to the learning of all students, including students with special educational needs. The presentation will further discuss the significance, limitations, and implications of the World Voice program. Copyright © 2017 The Inclusive Education Summit.
|Publication status||Published - Oct 2017|
|Event||The 2017 Inclusive Education Summit - Adelaide, Australia|
Duration: 27 Oct 2017 → 29 Oct 2017
|Conference||The 2017 Inclusive Education Summit|
|Period||27/10/17 → 29/10/17|