The Development of Music Teaching Model for Autism Spectrum Disorder Students at the Xing Yu School, Fuzhou City, Fujian Province, China
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| Title: | The Development of Music Teaching Model for Autism Spectrum Disorder Students at the Xing Yu School, Fuzhou City, Fujian Province, China |
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| Language: | English |
| Authors: | RuiYang Du, Natthawat Khositditsayanan, Chalermkit Kengkaew |
| Source: | Journal of Education and Learning. 2025 14(3):168-179. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Intended Audience: | Teachers; Policymakers |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Foreign Countries, Music Education, High School Students, Students with Disabilities, Autism Spectrum Disorders, Teaching Methods, Social Emotional Learning, Cognitive Development, Instructional Effectiveness, Student Needs, Visual Aids, Technology Uses in Education, Educational Technology, Inclusion, Educational Facilities, School Administration, Evaluation Methods, Instructional Materials |
| Geographic Terms: | China |
| ISSN: | 1927-5250 1927-5269 |
| Abstract: | This study examines the current state of music education for high school students with autism spectrum disorder (ASD) at Xing Yu School in Fuzhou, Fujian Province, China, to optimize the teaching model to enhance their educational experience. The research employs a qualitative approach, including interviews with key informants such as school leaders and experienced teachers, as well as observations of students' participation in music classes. The findings reveal that while the current music education practices at Xing Yu School effectively improve the social, emotional, and cognitive skills of students with ASD, there is significant potential for further enhancement. The study suggests the implementation of stratified and structured teaching methods, which cater to the diverse abilities of students, as well as the integration of visual aids and modern technology to create a more inclusive learning environment. Additionally, the research highlights the importance of a supportive infrastructure, including well-equipped classrooms and a collaborative approach among educators, to facilitate the effective delivery of music education. The study offers practical recommendations for refining music education strategies, contributing to the broader discourse on special education and providing a valuable reference for educators and policymakers in similar contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1473935 |
| Database: | ERIC |
| Abstract: | This study examines the current state of music education for high school students with autism spectrum disorder (ASD) at Xing Yu School in Fuzhou, Fujian Province, China, to optimize the teaching model to enhance their educational experience. The research employs a qualitative approach, including interviews with key informants such as school leaders and experienced teachers, as well as observations of students' participation in music classes. The findings reveal that while the current music education practices at Xing Yu School effectively improve the social, emotional, and cognitive skills of students with ASD, there is significant potential for further enhancement. The study suggests the implementation of stratified and structured teaching methods, which cater to the diverse abilities of students, as well as the integration of visual aids and modern technology to create a more inclusive learning environment. Additionally, the research highlights the importance of a supportive infrastructure, including well-equipped classrooms and a collaborative approach among educators, to facilitate the effective delivery of music education. The study offers practical recommendations for refining music education strategies, contributing to the broader discourse on special education and providing a valuable reference for educators and policymakers in similar contexts. |
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| ISSN: | 1927-5250 1927-5269 |
