The present research aims to explore the effectiveness of the World Voice program on engaging children with special educational needs (SEN) in mainstream classroom activities. 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 research, 15 teacher participants attended the training workshop conducted by the native English-speaking trainer. Classroom observations and teacher interviews (twice) were conducted for evaluating the effectiveness. The model of student engagement was used to analyze the qualitative data. Results showed that the World Voice program worked very well for children with and without SEN in classroom inclusion. It was observed that the approach facilitated students’ behavior and affective engagement. Teachers also reported that the training enhanced the behavior, affective and cognitive engagement of children with SEN and without SEN to a great extent. The presentation will further discuss the significance, limitations, and implications of the World Voice program.
|Publication status||Published - May 2017|
|Event||Redesigning Pedagogy International Conference 2017: “Education for the Future: Creativity, Innovation and Values” - National Institute of Education, Singapore|
Duration: 31 May 2017 → 02 Jun 2017
|Conference||Redesigning Pedagogy International Conference 2017: “Education for the Future: Creativity, Innovation and Values”|
|Period||31/05/17 → 02/06/17|
CitationSin, K. F. K., Cheng, S., Li, P. Y., Luan, X., & Gao, F. (2017, May). The effectiveness of the world voice program on classroom inclusion. Paper presented at the Redesigning Pedagogy International Conference 2017: Education for the future: Creativity, innovation, values, Nanyang Technological University, Singapore.
- Primary schools
- Qualitative research